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U1N0TED SIA'lIfES D E IP/A !RI E iN T f MIRKUITURE 
U/S. F A IR Sh SEOlPJfY AlDffM) W«5 1V. ATQ©!N . ° 

VI 

MANAGEMENT DIVISION 
W, A. Canon, Assistant Regional Director 


B. J. Walker, 

Chief Migratory Labor Camp Section 


Iva M. Caldwell, 

Associate Home Management Specialist 


H. E. Prater, 

Manager of Texas Farm Laborer T s Health Association 


A. E. Scott, Jr., 

Chief Community and Family Services 



Experience and Subject Matter Contributions Made By Texas Camp Home Economists: 


Mrs. Mary Eichblatt, Robstown 
Charlotte Tompkins, Sinton 
Genevieve Rhodes, Crystal City 


Laura Underwood, Raynondville 
Mrs. Juanita Curtis, Weslaco 
Mrs. Doll Cover Harlingen 


Iva M. 


Assembled and Organized By 
Caldwell, Associate Home Management Specialist 
Scott, Jr., Chief Community and Family Services 


DALLAS, TEXAS 
July, 1942 















INTRODUCTION 


The initiation of the defense program in 1940 stimulated the formulation of numerous civilian defense 
activities concerned with the health and welfare of the general population. Various agencies and in¬ 
dividuals have prepared educational outlines dealing with the different aspects of health and welfare. 

These numerous study courses have been pitched on a somewhat higher educational plane than that attained 
by the ordinary migratory farm worker and apply to a somewhat higher level of living than that enjoyed 
by the farm labor group. War Weapons for War Workers has been assembled to fill the gap left by the 
ether programs. 

It is fitting that a program should be developed for the farm labor group. The group is composed of 
true war workers whose daily work in the fields planting and harvesting citrus, vegetable, grain and 
cotton crops constitutes a daily contribution to the war effort. Only as his mental and physical 
health is good can the laborer make his utmost contribution. His enforced migratory habits, his 
limited financial resources, and his limited opportunities to maintain permanent contacts make it 
difficult for the migratory laborer to satisfy his health and recreational needs in the ordinary 
manner. His mode of living and the conditions of the quarters he must occupy accentuate these same 
needs. Hence, an educational program through which he may learn simple practical hygenic practices, 
the fundamentals of home nursing, the rudiments of safety, first-aid and sanitation, and the primary 
elements of group recreation for the family is sorely needed. 

These same practical practices are the War Weapons the War Workers must use to attack the mental and 
physical disabilities -which may prevent his attaining maximum usefulness as a producer and processor 
cf essential War Materials. It is hoped that this outline vi 11 help the worker whose help Is needed 
to produce the food which will win the war .and the peace which follows the war. If it charts the 
course which local supervisors may follow in developing practical interesting educational programs 
and helps produce healthier happier families who can make a greater contribution to the democratic 
way of life, it vail have served its purpose. 



urn 





"hi A R 


General: 


Specific: 



W -E A F 0 N S FOR W A R W 0 R K E R S 


n U 


An Educational Program For Farm Laborer Families 


OBJECTIVES 

Tc develop an c.mreness among low-incone farm-worker families of the need for good he aim ha bins, 
sanitary environment, end adequate personal skills as weapons against sickness and disease. 

To develop mys and moans for providing good health habits, sanitary environment and adequate 
personal skills within the limitations of income and levels of understanding of families ouployei 
as farm workers in Texas, 


L, To teach fundamental relation between individual health and cleanliness habits in order that none 
and family can be made safe, 

2. To build up a basic understanding of the principles of prevention and control of disease in 
order to lessen communicable disease and 'their ill effects, 

3. To develop practical knowledge in the hone care of the sick so that simple illnesses and none 
emergencies may be met with, safety and efiicienc.y, 

4. To develop a better understanding and an attitude cf interest and cooperation among migrant farm 
workers in solving community health problems in an effort to make more effective the warn of 
health agencies to the end that the community may become a better place in which tc. live, 

5. To build stronger, healthier, and happier American farmworkers through knowledge of nutrition. 



UNIT TITLE: Home Nursing and Care of the Sick 


PROBLEMS 


The Home Nurse 

I. ’That are the Qualifica¬ 
tions of a good home 
nurs e ? 

1. Personal hygiene and 
cleanliness 
(l) General body care 
Hair 


Obi 

•w -CV k. XX 


Tueth 

Simple facts on 
•teeth 

Simple and low- 
cost care 


EXPERIENCES AND ACTIVITIES 


Demonstrate preparation 
and Unv of 20 ^-p jelly 
shampoo from soap ec-'-ap 

Demonstrate Unit or egg 
white for home facial 


Show charts on teeth form¬ 
ation; show foods that 
build sound teeth; demon¬ 
strate proper brushing of 
teeth; demonstrate and. 
show soda and salt as 
cleansers for teeth-, also 
mouth wash. Emphasize 1Op 
brush for each family 
member 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


Collection of soap not 
mode up; bottle of shampoo 
mac e up at home 


Linit and egg white plus 
flour or sugar sack face 
c I e tb ar ”) t ewe 1 

Charts and pictured posters 
of tooth structure 
Charts of steps in brushing 
teeth 

Salt, soda and water as 
cleaners 

Desirable dime store tooth 
brushes for comparis on 


"Red Cross Textbook on 
Home Hygiene and Care 
of the Sick" - Delano, 
The B1akis t on Co., 
Philadelphia. 
"Healthful Living" - 
VJi lliams 


"The New Jersey State 
Dental Journal", pub¬ 
lished bv N.J. St. 

Dont al S 0 e i ety, 2 0 71. 

9th St.,Bayonne, N.J. 

25 ^ per copy. "Some 
Modern Facts About 
Healthy Teeth" Prepared 
by the National Dental 
Hygiene As s oc.,She reham 
Bldg, Wash.,D.C. "Some 
Diseases of the Mouth and 
Their Relation to Health" 
Distributed by Bureau of 
Public Relations, Ameri¬ 
can Dental Assoc., 212 E. 
Superior St.,Chicago,Ill. 






















PROBLEMS 


I. Teeth (Continued) 

i 

Bodily cleanliness 
Baths inside 
and outside body 

Clean clothing 

2. Physical fitness and 
well-being 


1. Posture 


2. Exercise and fresh 
air 


3. Balanced diet for 
health 


EXPERIENCES AND ACTIVITIES 


Demonstrate salt water or 
borax bath for body odors, 
also douches 

Emphasize clean underwear 
daily 

Explain how heights of work 
ing surfaces affect 
posture 

Demonstrate proper sitting, 
standing, and reclining 
posture. Go through exer¬ 
cises to improve posture. 

Set up minimum exercise 
needed daily. Discuss and 
show proper ventilation of 
sleeping rooms.(Take group 
to a shelter unit) 

Show posters of protective 
foods 


3 . 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


Table salt, baking soda, 
borax 


Pictures of skin rashes 
from soiled clothes 

Poster of women working in 
kitchen at table too low,of 
woman washing clothes with 
tub on the ground. 

Use line diagrams and few 
words on posters. Class of 
women exercising led by 
nurse or home economist. 


Posters 



REFERENCES 


"Questions About Your 
Teeth", N.J. St. Dept, 
of Health 


"Posture and Gait", Texas 
State Department of 
Health 


"Texas Food Standard" 
Bulletins from Metro¬ 
politan Life Insurance 
Co., and John Hancock Life 
Insurance Co. "Feed 
Your Body to Protect Your 
Health", N.E. Dairy & Food 
Council,711 Bozlaton St., 
Boston, Mass. 



























PROBLEMS 


3. Continued 


4. Regular elimination 
of wastes from body 


5. Comfortable clothes 
and shoes 

i 


Cheerfulness and 
Calmness 

Ability to schedule work j 
for routine care of one 
sick at home 


Consideration for other 
family members 


EXPERIENCES AND ACTIVITIES 


Set up regular time for 
elimination daily. Show 
foods that act as laxa¬ 
tives and roughage. Show 
poster of number of glasses 
water to drink daily. 

Exhibit loose and comfort¬ 
able low-cost clothing for 
work and best wear for 
migrants. Emphasise non- 
binding features. Exhibit 
good and poor shoes. 


Work out a sample, simple 
schedule. Show migrant- 
homemaker hew to make a 
simple time chart for med¬ 
icine. Do not rely on 
memory. 

Demonstrate use of soaps & 
disinfectants to avoid 
spread of disease to other 
family members. Demonstrate 
sterilization of glasses, 
etc. used by sick person 


I 


4 


TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 

REFERENCES 

-—- 7 — 

"7/hat to Eat and Why" 

John Hancock Life Insur¬ 
ance Co. 

Posters 

Current Household Magazines 
collected from local Church 
groups and youth clubs. 

Actual clothing and shoes 
that can be made or bought 
within income of migrants 

"Minimum Clothing Standards 
for Migratory Families" - 
Region 8 publication 

Mail order catalogues 

Schedule for sick person 
made out on used paper 
sack or card bo end. 


Hand soaps and disin¬ 
fectants 


Glasses, boiler, water, 
stove, cup towel or dish 
cloth made from sacks. 
























PROBLEMS 


EXPERIENCES AND ACTIVITIES 


II. How Can W e Keep a 
Healthful Home? 

1. Keep out disease 
carriers and danger¬ 
ous pests. 

Flies 

Mosquitos 

Poaches 

Bed bugs 

Ants 

Fleas 


2. Prevent Accidents 
Fires and Earns 
Falls 

Tripping and 
Stumbling 
Poisoning, etc. 


Discuss dangers to health 
from pests; shov/ pictures 
of pests and point out 
where germs are carried; 
set up vra.ys to prevent 
getting pests in the home 

and write on a blackboard; 
hand out individual copies 

of a simple way to get rid 
of each pest. Demonstrate 
ways of killing each pest. 

Show pictures of how- 
accidents happen in the 
homo. Have group set up 
ways of making camp 
shelters safe from 
accidents. 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


5 


REFERENCES 


Film on flies from 
State Health Department 


Fictures and pesters 
Blackboard 


Booklet on ,! Flies”, Texas 
Tuberculosis Assn., Austin, 
Texas (also available print¬ 
ed in Spanish). 

"Typhoid and the Fly",Texas 
State Board of Health. 

"Home Hygiene and Care of 
The Sick", R G d Cross Text¬ 
book. Extension Division 
Leaflets, Texas A & M 

College, Bryan, Texas. 

"Safe at H 0 me", J G hn 
Hancock. "Safety for the 
Household", U.S.Dept. of 
Commerce, Bureau of Stand¬ 
ards. "Stop Carelessness" 
National Harvester Co. 
"Planning for Safety", 

Federal Works Agency, 

U.S.H.A. "Injuries in the 
Home and on the Farm", 

American Red Cross pamphlets 
published by Department of 
Agriculture, Dept, of Com., 
Dept, of Int., Chambers of 
Commerce, U.S.Ins. Dept., 
National Beard of Firb 
Underwriters, N. Y., National 
Fire Protection Assn., Boston, 
Mass. 
















_PHOBLELS_ 

II. Continued 

3. Provide comfortable 
place to sleep 


4. Eat under sanitary 
conditions 

Clean table 
* Clean dishes 
Separate dishes for 
each family 
member 

Handle food in 
sanitary way 

5. Keep home surround- 
.-,ings sanitary 

Covered garbage 
Sanitary toilet 
Safe water supply 

III. What knowledge (imrnu- 
. nition against disease) 
should the home nurse 
have? 

1. How can communicable 
diseased be controll 
ed. 


KXPERIEi T CE_ .A ND A CTIVITIES- 

Learn how to make a bed¬ 
stead at home. Demonstrate 
renovating a mattress. 
Demonstrate making a new 
mattress out of cotton, 
moss or straw. Exhibit 
improvised and bought 
sheets, etc. Show how tc 
launder sheets, etc. Show 
how to make up a bed. 

Demonstrate what not to 
do in handling food and 
what to do in handling 
food in a crowded shelter 
unit—dramatize in form 
of a skit with the class 
as players. 


Have group make a garbage 
can out of old cans and 
buckets. Show pictures^of 
a sanitary pit toilet. 
Show pictures of how 
water gets contaminated. 


Name and discuss communic¬ 
able diseases 


REFERENCES 


' TEACHING- AIDS* 

ID IL L U STRAT IV E MAT ERIAL^_ 

Exhibit of well-made mat¬ 
tress and bed which has 
been made at home. Samples 
of various materials out of 
which mattresses can be 
made—cotton, moss, straw, 
stripped paper, etc. 

Sheets clean—sheets dingy 
(for comparison) 


Exhibit of low-cost and 
homemade dishes. Exhibit 
of what not to do in hand¬ 
ling food. Exhibit of 
sanitary food containers 
made from tin cans. Show an 
improvised serving table 
made from a large goods 
box. 

Homemade garbage can 
Pictures showing the fly 
from the toilet to the 
table and to baby’s mouth 


Charts of communicable 
diseases in layman’s 
language 


’’Red Cross Textbook 
’’Diphtheria,” Texas 
St. Dept, of Health 
























PROBLEMS 


. EXPERIENCES AND ACTIVITIES 


III. Continued 

Inummi zati on 

Isolation 

Quarantine 


2. What are signs and 
symptoms of sick¬ 
ness 

Appearance 

Actions 

Fever 


3. What to do for 

common ailments and 
emergencies? 

Constipation 
Diarrhea 
Boils and styes 
Fainting 
Convulsions 
Cuts 
Burns 
Sprains 
Braises 
Nail-in—foot 
Dog-bite 
• Snake-bite 
Foreign body in 
the eye 


Have nurse explain meaning 
and reasons for immuniza¬ 
tion, isolation and quaran¬ 
tine. Show a good smallpox 
scar. Explain how long im¬ 
munizations last. 

Have nurse point out 
danger signals in appear¬ 
ance, in action and be¬ 
havior. Demonstrate how 
to tell feverish condition 
if family has no ther¬ 
mometer 

Study causes and cures for 
constipation and diarrhea. 
Observe foods that prevent 
c on sti. p ati on. Ob s erve 
foods that relieve and 
prevent diarrhea. Serva a 
family meal for each case. 
Demonstrate remedy and 
hone treatment for each 
common ailment and emer¬ 
gency. Have won.cn repeat 
treatment for practice. 


'• 7 . 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


Actual smallpox scar on 
person 


Chert of danger signals. 

Posters of healthy per¬ 
sons and ailing persons. 

Class members or a person 
actually applying to the 
nurse for medical help. 


Charts illustrating diges¬ 
tive tract. Exhibit of 
simple, low-cost foods. 
Copies of menus (diets) to 
relieve constipation and 
diarrhea. Collection of 
heme materials and sup¬ 
plies for treatment of 
common ailments and emer¬ 
gencies, such as tom' 
strips'of worn sheets, 
towels, etc., newspaper, 
splints, boards, cardboard, 
■wire netting, salt, soda, 
vinegar, kerosene, lard, 
soapsuds, milk 


REFERENCES 


"The Control of Commini- 
cable Diseases" - Supt. 
of Documents, Wash., D.C. 


"Feeding the Family". 
Rose 


"Red Cross T e xtbcok on 
First Aid" 















PROBLEMS 


EXPERIENCES AND ACTIVITIES 


IV- What Skills Should the 
Homo Nurse Have? 

1, How to care for the 
sick roon? 
Ventilation adjust¬ 
ment s 

Heating adjustments 
Lighting adjustments 
Cleaning the room. 
Arranging the room 
Keeping ro om quiet 


2* How to care for the 
patient? 

Daily care 

Teeth (mouth wash) 
Hair 
Hands 
Feet 
Bed Bath 
Making the 
occupied Led 
Use of medicines 
Storage 

Following doc¬ 
tors orders 
Dangerous medi¬ 
cine 

Taking temperature 
' Feeding the sick 
Liquid diet 
Soft diet 


Have group meet in a shel¬ 
ter unit vdth limited fur¬ 
nishings and resources as 
background* Demonstrate 
ventilation, heating, 

1 ightir.g, c leaning and 
arranging the room for a 
sick person in the family. 
Show hew to secure privacy 
for the patient in a one- 
room unit. 

Dramatise daily care of 
patient in home unit 


Demonstrate bed bath; have 
women repeat. Demonstrate 
making occupied'bed. Have 
several women'repeat same. 
Make low-cos-t- medicine 
cabinet from, crate. Fill 
with home needs. 

Show dangers of patent 
medicines 

Demonstrate ways of taking 
tanperatur e. 

Demonstrate preparation of 
diets for the sick from 
^ame food^ the family eats 


REFERENCES 


TEACHING AIDS AMD 
ILLUSTRATIVE MATERIAL 


Demonstration shelter unit 


not occupied* by a family. • 
Shelter unit actually occu¬ 
pied by a family showing 
crowded conditions and 
limited -home furnishings.. 
Exhibit of ventilated . 
screen for sick patient* 
(Screen made from scrap 
materials at no cost or 
low cost) 

Patient in bed in a home 
unit set up of improvised 
j supplies and equipment 
i found in the home of a . 
migrant worker. 

Supplies for giving a bed 
bath. Improvised sheets, 
etc. for making a bed. 

Crates, nails, tacks, 

. hammer, saw- or sharp knife' 
necessary for making a love- 
cost medicine cabinet.- 
Exhibit of patent medicine 
not needed. 

Simple foods for the sick 
on a supply tabic. 


" Impro vis ed Home Equ ipment 
for care of the Sick 1 ' - 
Olson 

"Caring f-of* the Sick-in the 
Home", John Hancock Life . 
Insurance Co* 


Red Cross Textbook on 
"Home Hygiene and Care of 
the Sick", Delano 


"Feeding the Family", Rose 














PROBLEMS 


IV. Continued 

Convalescent 

diet 

Full diet. : ' * 
Arranging food 
to. serve'--"' - 

Care- of dishes 
Diversions for the 
sick 

For older per¬ 
son 

For children 
Preventing-, physi¬ 
cal discomfort 
.Preventing bed 
. t sores '• • 

3. Inprovising Sick 
Room Appliances 
Back rest 
. Elevated bed " 
Bed pan 
Waste pocket 
Food tray 
Bedside table 
Hot application 
C o Id a-ppl icat ion 


EXPERIENCES AND ACTIVITIES 


Exhibit improvised tray 
with food ; ar rraige d to 
serve--emphasi 2 ?e small 
servings, and cleanliness. 
'Show how to sterilise 

dishes 'of the sick.. Dram- 

. - ..." *\ 

tize diversions for the 
sick. Demonstrate making 
patient comfortable, turn¬ 
ing patient over in bod, 
lifting patient, how to 
change positions, etc. 
Demons trat e inprovis od 
pressure rings. 

Demonstrate improvised * 
back rest and elevated 
bed. Make . inprovis ed bed 
pan and waste pocket be- 
fore group • • Make impro vi s - 
ed .food tray from kitchen 
or household'articles. 
Improvise hot. and cold 
applicators at low cr 
no additional cost to'the 
family. 


TEACHING. AIDS 

AND ILLUSTRATIVE MATERIAL 

REFERENCES 

Board, large' baking pan, or 
ironing beard f or improvis¬ 
ed bed tray. Dishes, glasses, 
hot water, etc,- Blackboard 
and chalk for listing diver¬ 
sions. Play or skit showing 
what -diversions are possible 
a o pciiiu. 

Patient in bed, leader de¬ 
monstrating changes in 
position, etc. 

‘Snail pillows, cotton pads, 
cotton batting rings wound 
with soft cloth. 

• 

\ j. ' ' 

"Diversions for the Sick" 
John Hancock Mutual Life 
Insurance Company 

: 


. 

Padded washboard, small 
chair, suitcase,' wooden 
blocks for elevating bed 
as needed. 

News-paper j bread paper— 
several layers. Planks cn 
legs, -ironing board, two 
chair s• Machine next to 
bed with table top out. 

Goods box turned on end by 
bed. Ice bag made of oil 
cloth or other scrap mater¬ 
ial. dtrap in towel. Hot 
iron, hot stove lid, hot 
bag of salt, etc. 

"‘Improvised Home’ Equipment 
for Care of the Sick," 

01 s on 

e’ " ‘ i, * 

t 

f 

* / 





























10 


PROBLEMS 

EXPERIENCES AND ACTIVITIES 

TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 

Continued 

l_j.. How to care for 

Demonstrate homemade wheel 

Chair on rollers, broom 

the chronic and 

chair, crutches, bed pan. 

crutches; chair pot at 

aged? 

etc. Improvise shaded 

level of bed; chair with 

Crippled family 

chair for old person out- 

hole in seat and slop jar 

members 

side the home unit. Have 

underneath; blackboard 

Aged family 

group set up ways and 

and chalk for listing 

members 

means of keeping con- 

purposes; exhibit of old 

Convalescent 

valescent happy* There’s 

magazines, scissors, paste. 

family members 

danger in relapse. 

etc. for making scrapbook; 

Diseased family 
members 

Tubercular 

Syphilitic 

Emphasize with group need 
for separate dishes, etc. 
for a diseased familv 

C' 

member. Show how to ster¬ 
ilize dishes, bed clothes, 
etc. for diseased family 

other materials that are 
available in the home. 


member 



IV. 


REFERENCES 


UNIT TITLE: EVERYDAY HEALTH MD WELFARE OF 


mrr 
1 fllli 


FAMILY 


I. The Expectant Mother 

1. What Care Should an 

Expectant Mother Have? 
(1) Preparation for 
pregnancy 
Mental hygiene 

1. Fears 

2. Birthmarks 

3* Avoid emotion¬ 
al upset 


Round table discussion led 
by nurse and home 
economist. Subject—"Pre¬ 
paration for Pregnancy" 


Pamphlets from life insur¬ 
ance companies; poster with 
list of rules to follow in 
developing good mental 
attitude and good physical 
condition 


Pamphlets from Metro¬ 
politan Life Insurance 
Co. and John Hancock Co. 
"Your Child’s Teeth" 
Distributed by the Bureau 
of Public Relations, Ameri 
can Dental Ass’n, 212 E. 
Superior St., Chicago, Ill 
















PROBLEMS 


EXPERIENCES AND ACTIVITIES 


Continued 


J_l_. The question 
of sexual re¬ 
lations 

Early medical con¬ 
sultation - physi¬ 
cian - dentist. 


(2) Proper diet 
Include essential 
elements 

Bone-building 
foods 

Tooth-building 
foods 

Tis s ue-bui1ding 
foods 

Protective 

„ foods 

Laxative dicits 
Avoid: 

Too much salt 
Rich foods 
Overeating 

(3) Exercise and rest 
and posture 
a. During pregnancy 
b„ After delivery 


Discuss mimeographed sheet 
with simple rules on ’’what 
to eat during pregnancy”. 
Exhibit meal for pregnant 
woman, labeling bone-build¬ 
ing, tissue-building, pro¬ 
tective, and laxative 
foods. Emphasize fact that 
diet is token from nature 1 
foods one eats and not a 
special store-bought diet, 
requiring much money in 
cost. 


Demonstrate posture and 
exercises during preg¬ 
nancy and after delivery, 
Emphasize kinds of work 
pregnant women can do 
without injury. 


11. 


TEACHING AIDS 

AMD TT,T,TT0Tl? AT T AfV ?,TATF.RT AT. 

REFERENCES 

Mimeographed sheet of rules 

published by The Murray 
and Guggenheim. ”Do You 

Want Your Baby to Have 

Good Tefcth?" Dental 

Clinic, New York City; 
’’Expecting a Baby’, St. 

Dept, of Health, Trenton, 

II,j.; "Your Teeth and 

Your Baby’s Teeth”, Dis¬ 
tributed by the Bureau of 
Public Relations, American 
Dental Ass’n., 212 E. 

Superior, Chicago, Ill. 

Display of balanced meal 

"Feeding the Family”, Rose; 

Mimeographed sheet with 
instructions for preparing 

"Everyday Foods", Harris & 
Lacey; 

"New Dietetics for High 

Mimeographed sheet of 
simple rules on "What to 

Eat” 

Schools", Willard and 

Gillett; "Everyday Nurs¬ 
ing for the Everyday Home", 
Rorlin and Donaldson. 

Posture charts - also chart 
of human body with points 
labeled where binding 
clothes should be avoided. 

Pamphlets from life 
insurance companies 

























EXPERIENCES AND ACTIVITIES 


PROBLEMS 


I* Continued 

(4J Comfortable Cloth¬ 
ing 

a. Underwear 
' ; b. Dresses 
c. Shoes 


(5) Regular Health 
habits 
Baths 

Care of.Skin 
Douches 
Elimination of 
bowels and kidneys 
Care of tooth 
Care of breast 

2* "What Store cf Know¬ 
ledge does an Expect¬ 
ant Mother Need to 
Have? 

(1) What are common 
disorders to 
expect from preg¬ 
nancy? 

Nausea and vomit_ 
ing 

Heartburn 
Hemorrhoids 
Cramps in legs 
Constipation 


Exhibit suitable comfort¬ 
able low-cost clothing and 
shoes for pregnant woman. 
Point out parts cf the 
body at which tight cloth¬ 
ing is injurious 


Set up'on blackboard 
bcf3re group a simple 
daily schedule for preg¬ 
nant woman e? phase sing 
regularity cf habits. 
Demonstrate daily care 
of teeth; demonstrate 
care of breast. 

Round table, discussion-of 
disorders and ways to 
relieve each 


TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL : 


Display of actual low- 
cost garments or poster 
with pictures of right* 
underwear, dresses and 
shoes for pregnant • 
women. Point out hew 
some clothes can be alter¬ 
ed for normal use after 
delivery. 

•Blackboard and chalk 
Charts on^digestive tract 
Charts oh structural com¬ 
position of teeth; charts 
on brushing teeth. Home 
supplies for '^rushing 
tooth. Supplies for care 
of breast. 


Mimeographed-sheet with 
list of disorders to 
: expect and practical < 
suggestions for relief-of 
each disorder 


REFERENCES 


’’Minimum Clothing Stand¬ 
ards for Women in Migra¬ 
tory Farm-W rker Families” 

Mail order magazines 


’’Everyday Nursing for the 
Everyday Home", Norlen and 
Donaldson; pamphlets from 

life insurance companies 

> . - 


The following are general 
references in t’ie field of •• 
prenatal care: ’’Prenatal' 
C : qre", Children’s Bureau, 
Publication No. 4; ’’Hygiene 
of Maternity", Children*s 
Bureau, U.S.Dept. of Labor, 
Publication No. 90; 
"Suggestions for Care During 
Pregnancy", Mennen Company 
"Expectant Mothers”, Mead. 













EXPERIENCES AND ACTIVITIES 


PROBLEMS 


I* Continued 

(2) How to prepare 
for the baby’s 
coining? 

Supplies for 
mother 

Supplies for baby 
Toilet tray 
Small supplies 
Clothes 
Baby bed 


(3) What to do when 
labor begins 
Preparation for 
delivery 

• When to notify 
doctor or nurse 
Home delivery 
Camp or hospital 
delivery 

(4) What to do after 
the baby comes 
Length of lying- 
in period 
Cleanliness 
Diet 

Care of brea st 

Elimination 

Exercise 


Exhibit of necessary 
supplies for the mother 
available at lowest cost* 
Exhibit of low-cost. 

supplies for the baby* 
Improvised toilet tray. 
Clothes made from sugar 
and flour sacks and low- 
cost materials. Baby bed 
made from crates, paint¬ 
ed with 10$ enamel« Hand 

out instructions for 
making* 

Demonstration of prepara¬ 
tion of shelter unit for 
delivery at home* Observe 
clinic set-up for hospital 
delivery* Follow with 
round table discussion of 
"What to do When Labor 
Begins" 

Round table discussion of 
health problems to 
observe after the baby 
comes 


13 . 


TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 


Mimeographed list of 
supplies; collection of 
actual supplies needed* 
improvise articles wher¬ 
ever possible in order 
to lourer cost. Improvise 
a collection of supplies 
for the baby* pan or box 
lid for tray* mayonaise 
jars, etc* as containers 
for bath materials—oil, * 
soap, etc; low-cost 
clothing already made up; 
baby bed made from crates 

Collection of low-cost 
supplies for home delivery* 

Clinical -set-up 

Blackboard and chalk* 
Mimeographed sheets of 
information 


Dictograph chart of points 
to follow in health prac¬ 
tices after the baby comes* 
This chart should be large 
illustrated with drawings 
or pictures depicting 
each rule to follow* 
Colored printing is more 
effective* 


REFERENCES 


Company 

"Information for Expectant 
Mothers", Metropolitan 
Life Insurance Co.; 

"A Safer World for Babies" 
Evaporated Milk Co*, 

203 N* Wabash,.Chicago, -Ill* 

"Home Hygiene and Care of 
the Sick", (Red Cross) 
Delano; "Improvised Equip¬ 
ment", Olson 




















PROBLEMS 

EXPERIENCES AND ACTIVITIES 

II. The Baby 


1. What Care Does the 


Baby Need 


(l) The new-born baby 


Care of eyes 

.Round table discussion of 

Care of cord 

the care of the new-born 

Care of genital 

baby led by nurse 

organs 


Bathing--e quip- 

• 

ment and method 

Demonstrate oil bath; 

Oil bath 

demonstrate water bath; 

Water bath 

demonstrate scalp cleaning 

Scalp cleaning 

(On real baby if possible) 

Daily Schedule 

Discussion of importance 

Regular feedings 

of schedule; set up. daily 

Regular sleep 

schedule for breast fed 

Length of feed- 

baby; set up daily sched- 

. *0^ 

ulc for bottle fed baby; 

Kinds of feeding 

compare with sample 

Breast feeding 

schedules approved by 

How to nurse 

physician; demonstrate 

baby 

preparation of fruit juice 

Care of the 

(at Home) for baby; dis- 

breast 

cussion of how an,d when to 

When to add 

wean b aby; demon s trate 

liquids such 

improvised sterilizer for 

as orange 

baby’s bottles and 

juice 

nipples 

Weaning 

Bottle feeding 
Equipment 

Care of equip¬ 
ment 


Formulas 

. 


TEACHING AIDS 
AND ILLUSIRATIVE MATERIAL 


Pictures cf a new-born 
baby. Collection of 
improvised bath tray 

x v 

and equipment as suggested 
in lesson, "Preparation 
for Baby." Poster of steps 
in bathing baby 

Sample schedules in cards; 
sample schedules in cards, 
(homemade); 

Fruit, improvised, strainer 
made from screen wire-on 
baling wire loop; bottle; 
waxed paper cover. 


-j§- gallon oil can or coffee 
bucket, wooden rack cut to 
fit bottom, bottles, 
nipples-hot water. 


J--T 

REFERENCES 


"Prenatal Care", Children’s 
Bureau; "Healthy Eyes", 

John Hancock Insurance Co.; 
"Infant Care", Children’s 
Bureau, Publication No. 8; 
"Keeping the Well Baby Well" 
Children’s Bureau, Publica¬ 
tion No. 9. 


"Breast- Feeding", Child¬ 
ren’s Bureau, Publication 
No. 8; "What Builds Babies", 
Children’s Bureau, 
Publication No. 4; "The 
Baby", Metropolitan Life 
Insurance Company 





















EXPERIENCES AND ACTIVITIES 


PROBLEMS 


II. Continued 

Keeping the 
formula without 
ice 


(2.) The Older Baby 

1.. Feeding the baby 
When to feed solid 
food 

What to feed 
How to prepare 
solid foods 
Teaching the baby 
to eat solid foods 


2. Clothing the baby 
Types suitable 
Amount for differ¬ 
ent climates 
Care of diapers 
Care of other 
clothing 
Storage of 
child's clcthing 
Dressing and un¬ 
dressing the 
young baby 


Demonstrate cooler device 
for keeping formula with¬ 
out ice. 


Discuss mimeographed 
sheets of instructions on 
feeding solid food. Demon¬ 
strate home preparation of 
solid foods. Show how to 
boil, strain, and not to 
season vegetables. Exhibit 
homemade high chair and 
improvised serving tray 
for baby. (Tray tc fit 
chair) 

Round table discussion of 
clothing for the baby and 
the young child at differ¬ 
ent ages. Exhibit of suit¬ 
able low-cost clothing. 
Demonstrate care of dia¬ 
pers; d cmons t rate 1aund e r- 
ing other clothing. 
Improvise child's storage 
closet out of boxes and 
crates. Demonstrate dress¬ 
ing and undressing the 
baby. When can a child 
dress itself? Exhibit self- 
help clothing for pre¬ 
school child. 


i 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


Wooden or wire rack inside 
pan of co-ol water, canvas 
cloth cover with ends in 
water. Place in window 
where there is breeze. 

Sheets of instructions. 

Table worth sample vegeta¬ 
bles, boilers; sieve made 
out of a tin can; home¬ 
made wire mesh strainers 
Homemade high chair; home¬ 
made feeding tray for baby- i 
all made from boxes and 
crates-. -Homemade dishes 
and crooked handle spoon 

i 

Posters- with pictures of 
suitable low-cosi: clothing 
for young children under 
six. Exhibit of low-ccst 
layette for baby. Exhibit 
clothing for children two 
to six years. 

Gbserva-tion of demon¬ 
strations. Mak i ng and 
observing child's clothes 
closet. Exhibit of demon¬ 
stration garments, (labeled 
in English dc Spanish.) Brown i 
paper copies of good 
patterns• 


"Feeding the Family", Rose; 
"New Dietetics for High 
Schools", Willard and 
Gillett. Bulletin - 
"Something From Nothing" 
Now under revision by 
WPA St. Office, San Ant¬ 
onio, .Texas 


See general list of 
references on pages 12 and 
13, also "Infant Care", 
Children’s Bureau, 
Publication No. 8, IJ. S. 
Dept, of Labor 
















PROBLEMS 


EXPERIENCES AND ACTIVITIES 


II. 


Continued 

3. Bathing the baby 
The improvised 
toilet tray for 
the baby. 

Other equipment 
for the bath 
Procedure of the 
bath 

Care in handling 
the young baby 
Sanitary measures 
to prevent infec¬ 
tion 

4. Keeping baby well 

Daily schedule 
Fresh air 
Sunshine—sun 
bath 
Sleep 

Prevention of 
disease 

Avoid Con¬ 
tacts with 
sick persons 
Clean habits 
Inoculation 
Sanitary meas¬ 
ures .and pro¬ 
tection from 
flies and in¬ 
sects 


Exhibit improvised bath 
tray for baby, al so other 
equipment for bath, (in 
a shelter unit) Have 
experienced women demon¬ 
strate procedure for 
baby's bath. Others repeat 
Emphasize care in handling 
a child; emphasize sani¬ 
tary measures to prevent 
infection. 


Round table discussion 
on keeping baby well, led 
by nurse and home econo¬ 
mist alternately. Set 
up daily schedules and 
disease preventing meas¬ 
ures to follow for the 
1 yr. old, 2 yr. old, 3 
yr. old, 4 yr. old, 5 yr. 
old. 


TEACHING AIDS 
AND.T T ,11.1 S IRixTIVE. -MATERIAL 


REFERENCES 


Bath equipment on display. 

Charts (mimeographed) on 
steps in bathing a baby. 

Mimeographed information 
on handling a baby and 
sanitary measures to pre¬ 
vent infection. 


Educational leaflets and 
pamphlets. 

Mimeographed sheets of in¬ 
formation compiled in both 
Spanish and English by 
nurse and home economist • 


"Daily Time Cards 
(4 mo s. to 2 yr s. 
ren’s Bureau, U. 
of Labor. 


Leaflet--"Keeping 
Baby Well", U. S^ 
Labor, Children's 
Folder 9 


) Child- 
3. Dept. 

the Well 
Dept. of 
Bureau, 










EXPERIENCES AND ACTIVITIES 


PROBLEMS 


ll . Continued 

5. The Sick Child. 

; Mother’s responsi 

bility 

Signs tf illness 
Avoid patent med¬ 
icines 

Caring for the 
sick child 
Handle as little 
as possible 
Avoid spoiling 
Home t r i - atmen t s 
for fever and 
convulsions, etc. 
Proper elimina- 
• tion 
Bed care 
Room care 

6. C ommc n ailnents 
cf -children 
(young) 

Colic 

Constipation 
Croup 
Earache- 
Eye troubles 
Heat 
•Rash 
Itch 

Impetigo 

7. Development and 
Growth of Young 


Round table discussion on 
the sick child; study 
poster with printed signs 
of illness. Dramatic skit 
on right and wrong way to 
care for a sick child. 
Point out need to avoid 
spoiling; also, demon¬ 
strate control cf fever 
with sponge bath, ice in 
improvised bar, alcohol 
rub. Demcnst rat c treat¬ 
ment for convulsions. 
Demonstrate bed care and 
room care of a sick child. 
Discussion of the skit and 
demonstrations. 


Exhibit of home supplies 
for the treatment of the 
c omrno n a i Iment s listed. 
Demonstrate method of 
treatment in each case. 
Hand cut sheets of instrue 
tions in each case 




TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


Educate oral informat ion 
and fosters. 

Observation of skit. 
Shoots of instructions on 
right and wrong ways to 
care for a sick child. 


Ob s ervation and dis- 
cussion of demonstrations. 

Observation and discussion 


Exhibit of supplies taken 
from home kitchen and 
medicine cabinet. 

Sheet of instructions 
on treatments. 






























PROBLEMS 


EXPERIENCES AND ACTIVITIES 


II. 


Continued 

Child. 

Normal gain in 
height and weight 
Normal tooth 
growth 

When do babies 
walk 

When do babies 
talk 

Normal mental 
. growth 

Normal emotional 
growth 

8. Habit training 

Stool and bladd¬ 
er 

(right 

Sloeping( 

(wrong 

Eating 

Regular Care, of 
teeth 

Crying and 

exercise 

Play 

9. Helping the young 
child to overcome 
difficulties such 
as - 

Fear 

Tantrums 


Group discussion, includ¬ 
ing the following: 

Show normal height and 
weight charts of children 
at different ages. Show 
charts of normal teeth 
development in children. 
Develop agu charts on 
what children car normallv 

* t< 

do, say, and observe at 
different ages. Make 
practical application of 
above mentioned charts. 


Imp r ovis e homemade child’s 
training chair and keep on 
exhibit. Have women 
.observe nursery school 
habit training for child¬ 
ren. Emphasize need for 
some habit training' in 
the home. 


Group discussion of 
difficulties with children 


i 


TEACHING AIDS 
ID ILLUSTRATIVE MATERIAL 


REFERENCES 


Charts and posters. 
Leaflets 


Charts, posters and 
leaflets• 


Training chair made from 
wooden box and coffee 
bucket. Mimeographed 
sheets of instructions on 
good habit training for 
children. Posters 


Mimeographed or typed 
sheets with narratives on 


"Your Child’s Teeth", 
Distributed by The Bureau 
of Public Relations,Ameri¬ 
can Dental Asso.,212 E. 
Superior St., Chicago, Ill.; 
"The Useful .Baby Molars", 

St. Dept, of Health, Trenton 
N. J.; "Dental Health 
Problems for Parents", 

N. J. St. Dept, of Health 


Children’s Bureau and Bureau 
of Home Economics. "The 
Care of Children's Teeth", 
Distributed bv the American 

• XJ 

Dental association. Bureau 
of Public Relations, 212 E. 
Superior, Chicago, Ill. 
"Dental Care - ’' - The Earlier 
the Better", N. J. St. Dept, 
of Health; "For Parents of 
Pre-school Age Children", 

N. J. St. Dept, of Health 


"Parent’s Questions" 
Child Study Association 










PROBLEMS 


EXPERIENCES AND ACTIVITIES 


II. Continued 

Jealousy 
Enures!s 
Stealing 
Lying 


. j. How shall we 

discipline child¬ 
ren? 

Obedience neces¬ 
sary? 

Shall we punish 
children? 'When? 

Why? How? 

III. The Family's Food For 
Health 

1. Getting acquainted 
with food facts 
(l) Typical American 
diet 

White bread, meat 
and potato eaters 
Food fads 
Food values 
Newer ideas and 
Principles of 
food preparation 


followed by observation 
period in nursery school. 
Final group discussion of 
case studies on fears, 
tantrums, jealousy, steal¬ 
ing, lying, etc. 


Group .discussion and ob¬ 
servation groups attend- . 
|ng rursery school, as 
above. 

• I 
I ‘ 

? 

I 

Demonstrate or make 
posters whowing a meal 
patterned after the typi¬ 
cal American habits of 
eating. Contrast with a 
meal prepared by an 
adequate diet plan. 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


1J 


problem cases with children 
(Make all cases impersonal) 

Written or oral comments and 
suggestions of women after 
observation of nursery 
school children. 


Educational leaflets and 
booklets easy to understand 


Posters 

A carefully planned 
bulletin board 

Texas Food Standard 
illustrated 


"The Child From One to Six" 
Children’ S' Bureau, 
Publication No. 30, U. S. 
Dept, of Labor ; 


"Children and You", Eva 
Knox Evans, U.S. Dept, of 
Agriculture, Farm Security 
Administration; "Discipline, 
What is it?". Child Study 
Association, 221 7/. 57 St., 
New York City, N. Y. 

"What is Malnutrition?" 
Lydia J. Roberts, Dept, of 
Labor, Children’s Bureau . 
Publication, No. 59. 
Bulletin--"Hidden Hunger in 
a Land of Plenty", National 
Maternal and Child Health 
Council—25^, 1710 Eye St., 
N. V., 'Wash. D. C.; "Texas 
Food Standard" 


















EXPERIENCES AND ACTIVITIES 


PROBLEMS 


III. Continued 

2. What is the 
relationship of 
the American diet 
to poor health, 
physical ineffi¬ 
ciency and short 
life? 

One-third of all 
young men celled 
for military exam¬ 
ine tion are reject¬ 
ed for physical 
defects due either 
directly or in¬ 
directly to 

nutritional defici 
ency. 

School children 
not physically and 
mentally able to 
make proper pro¬ 
gress in school. 
Maternal and in¬ 
fant death rate 
too high. 

Inudstrial effi¬ 
ciency impaired by 
improper diet. 


Round table dis¬ 
cussion 

Show pictures to 
emphasise the results 
of malnutrition. 


3. What are signs of 
poor nutrition? • 
Tired, worried 
expression 


r 


TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 


REFERENCES 


Posters: 

"Make America Strong" 
Set of 13 charts 
750 a set, Supt. of 
Documents, Washington, 

D.C. 

Film: 

"Hidden Hunger," 
Office of Defense 
Health and Welfare 
Services, Federal 
Security Agency 


"Health Happiness and 
Long Life" 

"How to Live Long" 
Metropolitan Life Ins. 
Co. New York, Free 

"Signs of Health in 
Childhood", American 
R e d Cross 

"The Care of Your Baby" 
U.S.Public Health 
Service 






























EXPERIENCES AND ACTIVITIES 


HI OBLEMS 


III* Continued 

Mental and'Physic 
al fatigue, lack 
cf strength and 
vitality 
Flabby muscles 
Poor resistance to 
disease 

Tooth and bone 
defects 


(4) That factors 

besides food are 
important in good 
nutrition? 

Good state of 
health and health 
habits 

Freedom from phy¬ 
sical defects 

Regular and 
»—■ 

sufficient hour's 
of sleep 
Recreation in 
fresh air and sun¬ 
light 

Natural and reg¬ 
ular elimination 
Periodic physical 
and dental exam¬ 
ination 

Proper function¬ 
ing of digestive 


Observe signs of poor nut¬ 
rition in nursery school 
childr n. Prepare list 
of food customs, super¬ 
stitions, and food fads 
existing in the camp* 

Round table discussion 
of status of veil—being 
cf families as revealed 
in medical and clinical 
reports. 

Dramatize health factors 
on stage of community 
building—using children 
and adults to represent 
different factors. 
Narration repeated in 
both English and Span- . 
ish* Depict food as being 
crippled in its nutri¬ 
tion work -without the aid 
of other health factors. 


TEACHING KTEST 
AND ILLUSTRATIVE MATERIAL 


Lpst cf food customs on 
blackboard or poster 
paper 

Monthly medical and 
clinical reports,Texas 
Farm bbrkers Health 
Association 


Poster: 

11 Make America Strong” 
Set cf 13 charts 
Supt. of Documents 
Lash., D. C., 750 


- 21 , 

REFERENCES 


"Food Fads and Fancies" 
Bulletin No. 342, Mass. 
St. College, Amherst, 
Mass.; "Keop Fit Pith 
the Right Foods" * Free 
Office cf Defense Health 
and 'elfare Services, 
Social Security Board 
Building, La shin gton,L.C. 

"Nutrition and Physical 
Fitness", Jean L.Bogert 


Texts: 

Ro se-"Foundations of 
Nutrition" 

Rose—"Feeding the 
Family" 

Bogert-"Nutrition and 
Physical Fitness" 

Bulletin-"Health, 
Happiness and Long Life" 
Metropolitan Life Insur¬ 
ance Co., N.Y* City 























PROBLEMS 


III* Continued' 
tract* 



AND ACTIVITIES 


(5) 72hat is the 
relation of food 
to growth and 
health? ' 

Stress importance’ 
of 1 qt* of milk 
per day in the 
diet of a child 
Increased use of 
milk, fruits, and 
vegetables reduces 
dental caries. 

Good diet builds a 
strong body, wi th 
straight sturdy 
bones, good pos¬ 
ture, stable 
nerves, proper 
height, and weight 
Good diet builds 
up resistance to 
disease 

(6) YJhat is the rela¬ 
tion of food to a 
happy, cheerful 
disposition, self— 
c ont rol , and work— 
ing efficiency? 


Observe and discuss 
posters as a group led by 
nurse and home econo 
mist 


Round table discussion 
Discuss -what good nutri¬ 
tion can dc for the 
nation. Show how the 
food one eats affects his 
health, strength and 

nervous condition. 


TEACHING AIDS 
I ID ILLUSTRATIVE MATERIAL 


REFERENCES 


Poster: 

"Milk Makes a 
Difference", Three 
charts showing the 
effect'of milk on 
growth. National 
Dairy Council, 
Chicago* 35£ 


Ternan and Almaek 
Hygiene of the School 
Child, L, J. Roberts; 
"Nutrition" “fork T.'ith 
Children", Roberts, 
Journal American Dental 
Association, January, 
1934, Scientific Feed¬ 
ing of Children* "Eat 
the Right Food", Office 
of Defense Health and 
Eelfarc Services, 

Social -Security Board 
Building, Vo. shingtor., 
D*C*; "The Normal Diet 
am' Healthy Living", 

Sansun 


esters: 

"Good Food is Good 
Business" 


"Good Food Pays 
Indus tri a1 Dividends 11 




























EXPERIENCES AND ACTIVITIES 


PROBLEMS 


III. Continued 

(7) Food composition 
and selection (re¬ 
lation between 
food composition 
and functions in 
the body) 

a. Pro toi n-the 
builder and re¬ 
pairer of body 
tissues—Sources, 
meat, fowl, fish, 
choose, eggs, 
dried beans, peas, 
peanuts 

b. Fats and Car- 
bohydrates- energy 
and body warming 
foods—Sources, 
starches, sugars 
and fats such as: 
butter, potatoes, 
oils, bread, rice, 
macaroni, cereals, 
sugar, dried 
fruits 

c. Minerals-build 
strong teeth, 
bones, nerve and 
blood tissues. 

1. Calcium - need¬ 
ed for bones and 
teeth, heart. 


Select representative 
women from sections of the 
camp to assist in making 
up food posters for 
"Better Nutrition" ex¬ 
hibit in community build¬ 
ing as part of "Town Hall 
Nutrition TYeek." Arrange 
samples of source foods 
•j in front of each poster 
j to assist individuals 
in recognizing foods. 


I Plan "Town Hall Nutrition 
I Deck" program to include 

night features: 

1. "Film Night" 

2. ' "Educational Playet on 

Food Composition" 

3. "Open forum", led by 
home economist and 
nurse—talks on 
nutrition posters by 
representative vrcmen 
who set up exhibits. 

4. "The Individual Family- 
Garden and Nutrition" 

5. "The Community Garden 
and better Nutrition" 

6. "The '.workers Lunch 
and Nutrition 


} 


23 


Feed Posters: 

Classes of Foods 
Films: 

"Fun in Food", 1 reel 
16 mm. Tech.sound 
film rental $‘3, James 

7.'.Dodd Films, Inc., 
330 A". 42nd St., 

New York City; "Our 
Daily Bread", 16 mm. 
American Museum Nat‘1 
History 


Poster: 

"The Calcium You Need" 
Evaporated Milk Assoc. 
307 N. Mich. Ave. 
Chicago, Illinois 
Films: "Around the 
’Tor Id 7'ith the Milk 
Man", American 
Museum of Nati onal 
History. 

190-Her Majesty—The 
Cow 

91-Out of the Milk 
Bottle 

83-Victory (Milk) 


McCollum - "The Newer 
Knowledge of Nutrition" 
Rose - Foundations of 
Nutrition" 

Sansum - "The Normal 
Diet" 

Hutchison - "Food and 
Dietetics 


Harris & Lacey - 
"Everyday Foods" 

Sherman, IT. C. - 
"Chemistry of Food and 
Nutrition" 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


i Books: 







































PROBLEMS 


III# Continued 

nerve and muscle 
functions— 
Sources, milk, 
cheese, cauli¬ 
flower, broccoli 
'navy-beans, cab 
bage, carrots; 
turnip'greens, 
celery, oranges, 
eggs, molasses 

3 0 Iron-builder 
of red blood 
cells. Carries 
oxygen in body— 
Sources, liver, 
molasses, greens 
of all kinds, 


EXPERIENCES AND ACTIVITIES 


Note:("Town Hall Nutri 
ticn 7fcek" is suggested 
as a device for reaching 
the entire migrant 
community. This approach 
is necessary for reach¬ 
ing the men in the Latin 
American family. The 
influence of the man in 
changing habits and cus¬ 
tom in the Spanish¬ 
speaking family must be 
fully recognized) 


eggs, dried peas 
and beans, cab 
bage, potatoes, 
beets, apricots 
and soybeans. 

4# Iodine-Protec¬ 
tion from goiter, 
necessary for de¬ 
velopment of 
growth processes— 
Sources, fish 


T 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 



I 

i 


I 


-' 24 . - 

REFERENCES 


Poster: 

"Thole grain oatmeal in 
color and companion 
recipe folders — Free 
Quaker Oats Company 
Nutrition Department 
Chicago, Illinois 


i "Minerals—Body R 
I Yearbook of Ap-ric 

! 1939 

i 

! Human Nutrition - 
"Mineral Needs c 
Man" page 187 


Film: 81-1 real, l6'nm. 
"From Catch to Can”, 
American Museum National 
History 


egulators" 

alture. 


•f 












































PROBLEMS 


EXPERIENCES AND ACTIVITIES 


III. Continued 

d. Vitamins 

( 1) Vitamin A-Pro- 
mo t e s growrth, helps 
to prevent night 
blindness and eye 
disenses—Sources, 
liver, carrots, 

cod liver oil,yellow 
squash, pumpkin, 
sweet potatoes, 
spinach, turnip 
greens, kale, yellow 
corn, milk., apricots 
peaches, egg yol.k, 
butter 

(2) Vitamin B, (or 
Thiamin)-Needed for 
normal growth. Stim¬ 
ulates appetite. 

Aids digestion— 
sources, whole¬ 
grains, cereals, 
nuts, peas, beans, 
liver, lean pork, 
asparagus, corn, 
milk. 

(3) Vitamin C,(or 
Ascorbic acid)- 
Growth and health 
Development of good 
teeth 

Corrects or provents 
scurvy--Sources, 
oranges, lemons. 


Experiences for women’s 
club groups jointly led 
by the camp home econo¬ 
mist and nurse may 
inelude: 

1. Ob s e r vat i on o 1* f o o d 
groups which contain 
vitamins and minerals 

2. Demonstrations on how 
to cook vegetables and 
fruits to cave vitamins 
and minerals 

3. Meal preparation and 
serving, showing a low- 
cost family-meal, high in 
vitamin and mineral value 

4. Observation of posters 
showing relative vitamin 
and'mineral values in 
foods. (Note: In making 
posters, each vitamin and 
mineral can be represented 
by a definite color, such 
as red, blue, green, etc. 
Make colored lines wide 

a large meeting room. 
Colors are attractive and 
easy for women with little 
formal education, to 
remember) 

5. Playlets and skits 

6. _Round tablc dis cus s- 
ions 


25 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


Exhibit; 

Showing food groups 
which contain each 
vitamin. 

Meal demonstration 
showing vitamin 
foods in proper 
balance with 
growth and energy 
foods. 

Posters: 

Illustrating relative 
amounts of vitamins 
found in servings of 
food. 


Chart: 

"Relation of Food to 
Sound Teeth", Texas 
St. Dept, of Health 


REFERENCES 


Suggested teaching unit 
on vitamins--.Vis cons in 
Alumnae Research Found¬ 
ation, Madison, Wisconsin 

"The Vitamins", American 
Medical Association, 

Chicago, Illinois, 
price $1.50 

Sherbon - Chapter X, 

"The Family in Health 
and Illness" 

Sherman - "Food and Health" 

Laurence, Jilliam. - 
"Life Begins With Vitamins", 
Ladies Home Journal, July, 
1941 

McCollum and Becker - 
Chapter VII, Food,Nutrition, 
and Health 

Better Homes and Gardens 
Magazine, Reprint on 
Vitamin Charts 























PROBLEMS 

EXPERIENCES AND ACTIVITIES 

TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 

I. Continued 

- . 


green peppers, grape¬ 
fruit, tomatoes, 
lettuce, apples, 
strawberries, raw 
c abb ag c-, s p i na ch, 



peas, green beans. 


I 

carrots 

(4) Vitamin D-Ee- 


\ 

sential normal bone 

Refer to page 25 


and tooth develop- 

in "Experiences and 

Posters: 

ment. Aids in the 

Acti viti o s " c c - luma 

Showing re s.uIts of 

o 

prevention and/or cure 


vitamin deficiency 

of rickets—Sources, 
cod liver oil, egg 
yolks, oysters. 

Direct sunshine 
(5) Vitanin 3,( o r 

Refer to page 25 

i 

B, Riboflavin) Irn- 

in "Experiences and 

! 

proves growth . 

Activities" column 


Promotes general 
health; essential in 
norvo tissues — 



Source, broccoli, 
p ct at3 e s, ch e e s o, 
liver, eggs, carrots; 

1 

* 

1 

lettuce, spinach. 

I 


yellow corn. 



apricot s, tomatoes, 
strawberries, 
cabbage. 



(6) Nicotinic Acid 

Refer tc page 25 

! 

(Member of Vitamin B 

in "Experiences and 

i 

group) Prevents 

Activities" column 

i 


REFERENCE, 


Rose - "Foundations of 
Nutrition 

Reader’s Digest, Sept. 1941 
"The Body’s Mysterious 
Chemicals" 


McCollum and Simmons - 
"Food, Nutrition and 
Health" 


Henry Bor sock - "Vitamins, 
'That They are and How They 
Can Benefit You", Viking 
Press, Now York, 1941 









































PROBLEMS 


EXPERIENCES AND ACTIVITIES 


III. Continued 

pellagra and 
certain other 
deficiency diseases 
Source, lean beef, 
liver, salmon, 
kale, green peas, 
milk, potatoes, 
tomatoes, yeast, 
wheat germ 

2. Improving the Diet 

(l) ..hat is an ade¬ 
quate diet? 

The diet is adequate 
when it has enough 
calories, proteins, 
minerals, vitamins, 
water and bulk: 
a-Fcr energy 
b-For growth and 
development 
c-For health and 
protection from 
disease 


Have women experience 
making posters of well- 
balanced meals by select¬ 
ing representative foods 
from magazines. 'Aomen 
with little knowledge 
learn to recognize foods 
this way. 

Group meal preparation 
Rotate service of family 
meals with groups of 
women (or men and women) 

Group discussions on 
adequate low-cost diets 


27 


TEACHING- AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


Poster s: 

Showing 3 we11-balanc ed 
daily meals prepared from, 
familiar foods available 
in camp area. (Community 
garden products, indi¬ 
vidual garden products, 
canned surplus 
culls from fields) 


Texas Food Standard, Texas 
A & M College, Extension 
'Division; "Eat the. Right 
Food", Information Division 
of Office of Defense, 

Health and welfare 
Services, Social Security 
Board Building, '.fash., D. C 


Exhibit of three meals 
prepared. 

Food Model - Plan for a 
day’s menu for normal 
diet, Texas State Dept, 
of Health 


"Better Meals for Loss 
Money", Released by Texas 
State Nutrition Committee 
in cooperation with Texas 
State Extension Division. 
8/, 10/, 15/ per day diets. 

































FR03IEMS 


EXPERIENCES AND ACTIVITIES 


II. C cntinue d 

(2) YJhit are the 
evidences of a proper 
diet? 

Straight sturdy 
bones 

Sound teeth 
Hell built body 
.Correct height and 
•weight 

Correct posture 
Steady nerves 
Cheerful disposition 
Resistance to 
disease 

Physical and mental 
efficiency 

(3) Hew can we form 
good food habits 

with children? 

Eat at regular hours 
Eat good food before 
the children 
Promote a gc cd 
appetite by seeing 
that they have 
encugh sleep, are 
not overtired, and 
leave played actively 
in the open air 
Avoid eating, between 
meals 

Introduce new foods 
gradually 


Family movie night 
Showing of each film 
followed by open dis¬ 
cussion led by home' 
economist and nurse. 

Set up on blackboard for 
future mimeographing 
and dis tributi. o n: 

"Hhat a migrant family 
can do to cure hidden 
hunger.” 


Observe children eating 
in nursery school.Group 
demonstration of low- 
cost conveniences for 
children in the home• 
Exhibit finished art¬ 
icles in a ccnspicu 
ous place—-have well 
marked as to cost of 
money and time. 

Showing film before group 
follow with discussion on 
"how children form habits” 
Playlet - contrasting right 
and wrong rays to in¬ 
fluence eating, habits of 
children 


TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 

REFERENCES 

Films: 

"For H e alth and Happiness" 
one reel - 16 mm. tech¬ 
nicolor, sound or silent 

U.S.D G pt. of Agri cult ur e 


"Hidden Hunger", Office of 
Defense Health and v 'el fare 
Services, Federal Security 
Agency 


"Proof of the Pudding" 
Metropolitan Life Insur¬ 
ance Company, 1 Madison 
Avenue, New York. Free 

- 

Pesters: 

Make posters showing 
suitable furniturc• 
tools, and dishes for 
feeding children. 

Ezdiibit: cf seme designs 
made up from scrap lumber 
and fruit crates 

Film: 

"The Children Must 
L 0 arnVN.Y.Univ. Film 
Library, 71 Washington 

Squa re, Sout h,'New York 
City, New'York, rental 
charge $3*00 per v/eek 

Leaflet, "Good Food 
Habits for Children" 
No. 2, U.S.Dept. of 
Agriculture . 

’ F ari.'e r 1 s' Bu 1 le t in 

No. 1674* "Food for 
Children" 

Sherman —"The Problem 
of Selects With Chil - 
dron* R e print from 
Child Health Bulletin 
American Child Health 
Association 


i 
































EXPERIENCES AND ACTIVITIES 


PROBLEMS 
III. Continued 

(4) How can adults 
improve their food 
habits? 

Regular meals 
No eating between 
meals 

No excessive use of 
sweets and carbonat¬ 
ed drinks 

Eating balanced meals 
Learn to like good 
foods formerly 
disliked 

3. Adequate Low-Cost 
Familv Meals 

t j 

(l) Planning good 
diets 

'That shall we have 
for breakfast? 

.That shall we have 
for lunch? 
vThat shall we have 
for dinner? 

’.That shall we include 
in a packed lunch? 

For field work 
For school 
How can we add 
variety to the diet 
within the limit of 
8/, 10/, and 15/ 


Group discussion of adult 
eating habits 

Demonstrations on "Differ¬ 
ent Plays to Cook Foods 
Commonly Disliked" 


Group discussion of 
posters and exhibits show¬ 
ing meal customs in differ¬ 
ent countries. Compare 
with three balanced meals 
per day which meet the 
Texas Food Standard. 
Demonstrate 3 meals a day 
for the family with an 
8/, 10/ and 15/ per day 
per person budget 
(migratory laborers 
typical cases) 

Demonstrate different 
ways to cook some foods 
repeated in the diet, thus 
adding variety in taste. 
Demonstrate low-cost 


29 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


Posters: (i1lus trating) 
"Get the I like Everything 
Habit" 


Posters 

Food exhibits 

Demonstration meals 

Mimeographed sheets with 
sample low-cost meals 
and market lists. 
Mimeographed sheets with 
recipes and instructions 
for preparing low-cost 
adc quate f 00 ds. Mode1 
improvised sanitary food 
containers for packed 
lunches (such as salad 
dressing jars with 


REFERENCES 


"Better Meals for Loss 
Money", prepared by the 
Texas State Nutrition 
Committee, issued by 
the Extension Service; 
Texas Food Standard, 
Extension Division, 
Texas A & M College; 
"Planning Diets by the 
New Yardstick of Nut¬ 
rition", Bureau of Home 
Economics, U. 3. Dept, 
of Agriculture, '.lash., 
D. C; "Meal Planning on 
a Limited Budget" by 
Betty Crocker; "Diets 
to Fit the Family 
Income", U. S. Dept, of 
Agriculture, Farmers’ 
Bulletin, No. 1757; 
"School Lunches Using 
Farm Surpluses", U. S. 
Dept, of Agriculture, 

MP No. 403; Handbook 
for Menu Planning, 
Gatchell and Helbing, 
Turner E. Smith & Co., 
Atlanta 



























PROBLEMS 


EXPERIENCES AND ACTIVITIES 


III. 


Continued 

budget per day? 

What is the import¬ 
ance of planning 
meals in advance? 
Emphas i z o s aving 
of time, money, 
food, and health 


(2 ) Buy in g go o d d i et s 
(a) What are some 
good buying prac¬ 
tices ? 

Watch for food bar¬ 
gains 

Keep in touch with 
current prices 
Make a marketing 
list 

Watch scales 
Get an itemized 
sales check 
Road labels and 
note weights 
Buy in large quan¬ 
tities if storage 
is available 
Buy staples on a 
weekly basis 
Buy Perishables day 
by day 

Buy Government 
graded pro diets • 


adequate packed school 
lunch 

Demonstrate packed 
working man *s lunch 

Make a plan of meals 
to be served for the 
coming week 


Group discussion of 
we a kly a dvertis c - 
ments cf local food 
stores 

Set up a wall chart 
of prevailing food 
prices 

Make sample market 
lists for different 
families 

Compare with their old 
j way of buying 
Playlet or skit on 
buying habits at the 
grocery store and 
market 

Demonstration of impro¬ 
vised food storage 
containers. 


TEACHING AIDS 
AND ILLUSTRATIVE Ml TEHIAL 


REFERENCES 


cavers. 

Waxed bread paper 
Wrapper linings, etc. 
Homemade lunch kit for 
family working in the 
field 


Poster: "Purchase Health 

with the Food Dollar" 

Slogan: "Save Pennies by 
Saving Food Values 
Between the Market and 
the Table•" 

Cartoons on right and 
wrong buying practices 

Menu planning and mar fet¬ 
ing for nursery camp co¬ 
op stor e 

Newspapers and magazines 
in camp library. Sample 
food containers 


Books: 

" Spendin g th o Family 
Income", Agnes S. 

Denham, Little Brown • 

& Co., Chicago 
"Food Buying and Cur 
Markets", Monroe & 
Stra.tton, Barrows Press 
"Getting Your Money*s 
Worth", Ruth Brinze, 
Garden City Publishing 
Co., Garden City, N.Y, 

Bui1etins: "Consumer s * 
Guide" 

"The Family Food Supply" 
Metropolitan Life 
Insurance Company 


i 



























PROBLEMS 


EXPERIENCES AND ACTIVITIES 


inued 

(b) How can we 
divide the food 
dollar to the best 
advantage? 

1/5 or more for 
milk, cream, 
cheese, cod liver 
oil 

1/5 for vegetables 
and fruit with 
emphasis on green 
leafy and yellow 
vegetables and fruits 
1/5 or less for : 
moats, fish and 
eggs, serving liver 
in some form at 
least once a week 
1/5 for breads and 
cereals especially 
whole grains 
l/5 for fats, 
sugars, and other 
groceries 

(c) What are the 
most important 
foods in low-cost 
diets ? 

Emphasize import¬ 
ance cf protective 
fo od s--miIk and 
milk products, 


Group discussion led by 
home economist using cir¬ 
cular "Dollag Divided" 
poster as center of 
interest on wall at front 
of room. Have women ex¬ 
perience division of 
food money planning for 
family of 2 , 3 , I 4 ., 5, 6 
and 7“-thus applying to 
own family case. Make up 
sample weekly market 
lists s h owing amounts 


Discussion group meetings 
Topic: "The Cost of a 
Diet is Never an Indc-x 
to its Quality" 

Focd exhibits showing 


31 . 


TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 

REFERENCES 

Poster: 


Make a circular poster. 

. 

dividing the food dollar. 

"Good Proportions in the 

Use pictures of food 

Diet", Bulletin 1313 

groups rather than words. 

Farmer’s Bulletin, U.S. 

See Dr. Sherman’s Food 

Dept, of Agriculture, 

Budget'; Calvert A Smith, 

Washington, D.C. 

"First Course in Home- 


making; sample market 

"Influence of Education 

lists mimeographed 

Upon Food Selection", 
Gillett, N.Y. -Assoc. 

Exhibits: 

for Improving Conditions 

1. Food properly bought 

of the Poor 

and proportioned for 

105 E. 22nd St. 

family of five or 
six within budget of 
family. 

2. Focd representative 
of posr buying prac¬ 
tices. 


Nutrition Series No. 2 

"This Problem of Food" 

Vegetables for Good 

Public Affairs Committee 

Nutrition, Texas State 

30 Rockefeller Plaza 

Dept, of Health 

New York, Cost 10/ 






















EXPERIENCES AND ACTIVITIES 


III. Continued 

tomatoes and 
citrus fruit, 
green leafy veg¬ 
etables. Cereals, 
breads and flours 

r 

in their less 
highly refined . 
forms are cheap 
sources of pro¬ 
tein, thiamin, 
calcium and iron. 
Potatoes, dried 
beans and dried 
peas should be 
used in generous 
amounts• 

(d) How can we 
serve better meals 
for less money? 
Cheap cuts of meat 
are just as nutri¬ 
tious as expen¬ 
sive ones. 

Include more 
fruits and 
vegetables. 

Raise a garden and 
preserve surplus 
foods. 

Vary ways of serv¬ 
ing foods. 

Dress up plain 
foods. 

Prepare only the 


cost of food as related 
to food values received - 
Exam]_1e s, compare: 

1 lb. beans to 1 lb. meat 
1 lb. whole wheat flour 
to 1 lb. refined flour, 

1 lb. yellow cornmeal to 
1 lb. white cornmeal, etc 
Hax’-e group study exhibit 
of retail foods in con¬ 
tainers, etc. for dis¬ 
tribution. Compare 
increased cost for fancy 
wrapping and packaging. 

Demonstrations on: 

1. "Meat Cookery - Cheap¬ 
er Cuts" 

2. "Low Cost - One Dish 
Meals" 

3. "Vegetable Cookery" 

4. "Tihat to do with Fruit 
Culls and Surpluses" 

5. "Dressing up the Bean" 
etc. 

6. "Making Something New 
Out of Left-Overs" 


PROBLEMS 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


Price ads of local stores; 
local meat markets; 
canned food exhibit; 
canned food storage 
compartment (collapsible 
and movable) 

"Recipes for Low-Cost 
Foo ds", Amorican Rc d 
Cross, Washington, D.C. 


REFERENCES 


"Better Meals for Loss 
Money", prepared by 
Texas State Nutrition 
Committee, pages 22, 
23, 55, 56, 57. 


"How to Get the Most 
Out of the Food You Buy” 
Prepared by General 
Electric in the interest 
of the National Nutri¬ 
tion Program 

"Diets to Fit the Family 
Income 1 ', Hazel K. 
Stieberling, U.S. 
Department of ^gricultur 

















+ 

I 


EXPERIENCES AND ACTIVITIES 


III. 


PROBLEMS 


Continued 

necessary amount 
so that perishall 
food will not be 
wasted 

Learn to prepare 
left-overs into 
tasty dishes 


(3) Producing Good 
Diets 

(a) Study soils 

in .the area of the 
camp 

(b) Study planting 
seasons typical to 
the area 

(c) What seed grow 
•best in tho area 

and when 

(d) How to grow a 
garden 

Open plot near 

shelter 

Tub gardens 

Frame gardens 

Community 

gardens 

(ip) a boring and Con- 

i 

serving good diets 

(a) Use of field 
culls in fruits 
and vegetables 

(b) Use of indivi- 


Camp council discussions 
of garden needs in com¬ 
munity 

Survey of families who 
are employed in area long 
enough to grow own garden 
Syirvey of families (tran¬ 
sient) who need to profit 
by a community garden 
Talks by county agents 
on victory gardens 
Group discussions on co¬ 
op seed purchases 
Demonstrations on garden 
types suitable to area 


Demonstrations on use of 
pressure cooker 
Demonstrations on use of 
water bath equipment 


33 - 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


Films: available through 
Information Division, 

Farm Security Admin¬ 
istration 

Posters: Made by home 
economist 

Mimeographed stories of 
"What People are Doing in 
Other Areas Toward Victory 
Gardens"--use as discussion 
material 


Canning equipment on 
exhibit 

Charts or posters of 


REFERENCES 


Food, for Victory Series 
Texas Extension Service 
Leaflet C-l'75> "Grow a 
Garden" 

Service Circulars 22A & 
28, FSA, Region 8 , Dallas 
"Our Garden Plan"-RAF- 
Ij.09 Revised, FSA, Region 
8 , Dallas 

Texas State Extension 
Division, Leaflets C-121. 
C- 59 , e-70, C-137, 

L-12,L-13, L-10 


"Community Food Preserve.- 
tion Centers", MP No. 1+7 
Bureau of Home Economics 
U.S. Dept, of Agricu].tur 
Washington, D.C. 
















EXPERIENCES AND ACTIVITIES 


III. 


A 


n 


PROBLEMS 


ontinued 

dual and c ommunity 
garden surpluses 
(c) Use of sur¬ 
plus commodities 
available to group 
feeding projects 
and needy families 


Community group canning 
experiences for use in 
nursery school feeding - 
using field culls, surplus 
commodities and community 
gar den pro ducts. 
Neighborhood canning de- 


re s i d i ng i n t he 
camps 

(d) Developing 
food storage fa¬ 
cilities for 
familv use 

c 

Sanitary food 
containers 
Portable stcr- 


menstrations using oil 
stoves in shelters. 
Developin'” and executing a 
canning budget for indivi¬ 
dual families 
Experiences in making and 
setting up sanitary staple 
food containers made from 
abandoned and used coffee 


ago shelves 
and cabinets 
(e) Emphasis on 
money and food 
value saved by 

V 

canning and pre¬ 
serving surpluses 
and easily secur- 

t j 

ed foods 


cans, etc. 

Experiences in designing 
and making from scrap 
•lumber portable and col¬ 
lapsable storage shelves 
and kitchen cabinets 


Special Diets 
(l) Baby’s diet 
IVhat is the best food 
for a normal baby? 
TThat additions should 
bo made during the 
first year? 


Group discussion of values 
of mother 1 s milk 
Group discussion of 
amounts and methods of in¬ 
troducing cod liver oil. 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


Canning equipment with 
parts well labeled in 
Engl i sh and Span i sh 

Canned products on exhibit 

1. Jars of all types 

2. Cans of’ all types 

Poster of canning budget 
for average family on the 
farm 

Poster of possible canning 
budget for a migrant 
family; for a family 
living in a labor home 

Exhibit and demonstra¬ 
tion mat or i is for mak¬ 
ing cent airier s 

Display food storage 
devices for the family 
that moves several times 
a year 

i/ 


Poster showing comparison 
of food value of mother's 
milk and cow's milk. 
Exhibit of food additions 
for baby during first 


"Canning Fruits'and Vege¬ 
tables y Leaflet B-35, 1940, 
Texas State Extension Divi¬ 
sion; "Heme Canring of 
Fruits'and Vegetables and 
Meats", U.S. Dept, o.f Agri. 
F a me r s ' 'Bull e-ti n No . 1762; 
"Drying Foods at H re". 
Leaflets C-170, 1941; L-24, 
1942, Texas State Extension 
Division; "Bolotin de 
Conservar", July 1935, 
Extension Circular 135, 

New Mexico College of 
Agriculture and Mechanic 
[ Arts; "The National 
|Pressure Cooker Handbook" 
National Pressure Cooker 
Company, Eiu Cl "ire , 
Wisconsin 


"Breast Feeding", Polder 8 
Children's Bureau, U->3« 
Dept, of Labor 


















EXPERIENCES AND ACTIVITIEi 


PROBLEMS 


III* Continued 


orange and tomato juice, 
vegetable water, vegetable 
pulp, egg yolk and cereals. 
Demonstrate preparation of 
above. 


Nhat will these 
foods do for baby? 
NTiat is the best 
substitute for 
mother's milk? 

’.That precautions, 
should be taken 
with baby's milk? 
Nhat does baby need 
in addition to food 
to keep him well and 
make him grow? 


Group discussion 
Demonstrations: (Nurse) 

1 . Preparation of a form¬ 
ula 

2. Improvised sterilizer 
for nipples and bottles 

3. Improvised milk cooler 
Group discussion of: fresh 
air; sunshine; 18 to 22 
hours of sleep; regular 
care and feeding; let him 
jlie quietly; do not toss 

I him in the air or take 
him up when he cries. 


(b) Growing children 
what are the most 
important foods for 
growing children? 
Nhat foods are harm¬ 
ful to children? 


Observe exhibits of good 
and poor foods for chil¬ 
dren. 

Open discussion of ill 
effects of objectionable 
foods for children 


35 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


year plus home equipment 
to use in preparing baby's 
food. 


Posters showing bone and 
teeth deve1o pment 

Demonstration and demon¬ 
stration equipment on 
exhibit 

Nritten schedules for 
care and feeding of baby 


Child Feeding Charts - 25^ 

1. Happy, healthy, growing 

2 . Signs of good nutrition 
3* The right start for 
baby 

4. Aids to good food habits 


REFERENCES 


"Mother Nurse Your Baby" 
Folder 19, U.S. Dept, of 
Labor; pamphlet, "The 
Baby in'the House of 
He a lth", American Child 
Health Association, 370 
7th Ave*, New York City. 

"The Healthy, Nell 
Nourished Baby", Folder 16; 
"Child 1 to 6", Folder 17; 
"Child 6 to 16", Folder 18; 
all from Children's Bureau, 
Nashington, D.C. "Infant 
Care", Mrs. Max Nest, U.S. 
Dept, of Labor; "Infant .Feed 
ing", U.S. Dept, of Labor; 
"Feeding the family". Rose; 
"Baby’s Daily Time Cards", , 
Chi1dren’s Bureau, U.S. Dept 
of Labor; "The Care of Your 
Baby", U.S. Public Health 
Service, ’Hillard & Gillett, 
Dietetics for High School, 
page 181. 


Pamphlets from the Infant 
Nelfare Society, 404 South 
8 th Street, Minneapolis, 
Minnesota 






























T 


PROBLEMS 


III. Continued 

Fried foods, sweet 
foods when eaten be¬ 
tween meals or at 
the beginning of a 
meal'; chili and 
tamales diet alone* 
pie, cake, candy un¬ 
less eaten .with meal 
highly seasoned 
foods . 

Why are these foods 
harmful? 

Difficult to digest 
Take away appetite 
for more 'wholesome 
foods; or exclude 
more desirable 
foods for health 
What are the results 
of poorly balanced 
meals for children: 
Over we ight; und cr - 
weight; digestive 
disturbances; dis¬ 
eases such as -rick¬ 
ets, squrvy, pell- 
egra, anemia, 
goiter; decayed 
teeth; lowered re¬ 
sistance to diseases 
such as colds and 
pneumonia 


EXPERIENCES AND ACTIVITIES 


Demonstratians of food 
preparation: "How to Pre¬ 
pare Healthful Foods to 
Make Children Like Them" 

i Observe children eating 
in nursery school. Look 
for changed .eating habits 

Study posters on .exhibit 
and analyse their mean¬ 
ing* Have woman discuss 
posters pro and con 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


5. A good beginning in 
self-help• 

6 . The same menu for all 

7. Meals for the 3 yr. 
old 

8 . Foods for good nutri¬ 
tion 

Nutrition Charts—11 charts, 
|price 50/ set; Supt. cf 
|Documents, Gov’t Printing 
Office, Washington, D. C. 
Posters: Texas State Dept, 
of Health, a.Meals for the 
Throe Year Old; -b.Good 
Diet for u Girl; c.Good 
Diot for a Bcy 0 

Nutrition Poster Charts - 
Office of Defense Health 
and Welfare Services, 

Washington, D * C• 

Food Models—Plan for a 
day’s menu for a school 
Ghild’s diet,* Texas St. ' 
Dept, of Health ’ , 


REFERENCES 


"How to Get Children to 
Eat Vegetables", "Hot to 
Get Children to Drink 
Milk", "Howto Get v Children 
to Eat Cereals and Fruits" 

Leaflets:. "The Health of the 
Child is the Power of the 
Nation", Folders 19, 20, 22, 
25, Children’s Bureau, U.S. 
Dept-, of- Labor, Wash., D.C., 
froe; "Good Food Habits for 
Children", No. 4 2, T J. S. 
Dept, of Agriculture, 

Supt. of Doc umc:nts, Wa sh., 

D. C., cost 5/; 

Books: Terman cc Alraack - 
"Hygiene of the School 
Child"; J. L. Roberts - 
"Nutrition Work With 
Children"; L. II. Peters - 
"Diet fa- Children, Dodd, 
Mead & Co; Mrs. H. F. 

Barnes - "Feeding the Child 
From Two to Six, MacMillan 
Company. 


! 
























PROBLEMS 


EXPERIENCES AND ACTIVITIES 


III* 


Continued 

What is a good 
school lunch for 
health? 

Suggest varia¬ 
tions of fruits, 
raw vegetables, sand¬ 
wiches, something 
hot if possible 

(c) Diet in illness 
Who should prcscribo 
the diet in cases of 
serious illness? 
Stress importuneo of 
letting physician or 
graduate nurse pre¬ 
scribe 

What is the family*s 
contribution to diet 
in illness? 

Selecting right kind 
of food 

Cooking it properly 
Serving attractively 
Sanitary care of 
equipment used for 
ill family members 
What are the types of 
diets for the sick? 
Liquid—milk, beef 
tea, strained broth. 


Selection and preparation 
of school lunches 

l 

Demonstrate making a 
lunch box or container 
at home 

Demonstrate sanitary 
packing of school lunch 

Group discussion of case 
histories where illness 
has been complicated by 
’’home diets” wrongly 
prescribed 

Group-discussion of rules 
for selecting and prepar¬ 
ing food for sick. Also 
sanitary precautions to 
take in cases wnero illness 
is confined to the hone* 


Demonstrate improvised 
sick tray in home 
Demonstrate a rrang emont 
of tray dishes 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


3 7. 


"Tho Noon Meal at. School" 
Folder 23, free. Child¬ 
ren’s Bureau, U. S, Dept, 
of Labor 


Mimeographed sheets 
of diets proscribed by 
camp doctor and registered 
nurse for certain illnesses 

Posters and mimeographed or 
typed sheets of instruc¬ 
tions prepared in simple 
language in both English 
and Spanish 

Posters and Charts 


Improvised tray for sick 
made of—examples, wooden 
board, box lid, baking 
sheet, machine top opened 
out, ironing board 


"Food for Children." 
Farmers* Bulletin, 
No. 1674 


Books: 

Rose - "Feeding the Family" 
Chapter XV, "Food for -the 
Siok and Convalescent" 

Slier ban - "The Family in 
Health and Illness" 

Bogart and For tor' - 
j "Dietetics Simplified" 

I 

! Sherman - "Chemistry of 
Food and Nutrition", 

5th edition 

Rose - "Foundations of 
Nutriti cn’’ 

Patteo - "Dietetics" 


REFERENCES 




















PRO BLEMS 


III. Continued 

cold drinks— 

Soft - milk toast, 
frozen desserts, 
custards, cereals, 
soups, stewed fruit 
Light - consists of 
above dishes together 
with many other 
easily digested foods 

(dy Diets in preg¬ 
nancy 

that should the diet 
in pregnancy include? 
Should furnish all 
the essentials of an 
adequa.te diet in 
forms simp 1o and 
easily digested 
When do energy needs 
•begin to increase? 
From fifth month on 
energy furnishing 
foods should be 
increased. 

Hew can the incroas- 
ed need for miner¬ 
als and vitamins be 
met? 

Liberal amounts of 
protective foods 
important 

Liberal use of milk 


EXPERIENCES AND ACTIVITIES 


Demonstrate food pre¬ 
paration f or s ick and 
discuss 


Group discussion led by 
nurse and home economist¬ 
emphasizing that diet for 
pregnancy is no different 
from normal adequate diet 
in balance and can be 
taken from simple foods 
available in the area. 
Attention to diet for 
pregnancy should be placed 
on securing a definitely 
Y/ell-balanccd daily diet 
and on increases in 
amounts of bone and tooth 
building elements as 
duration of pregnancy 
increases. 

Show posters and films of 
how baby develops from the 
embryo stage. 


I 


REFERENCES 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


Exhibit of arranged tray 

Exhibit of prepared foods 
following preparation 
per iod 


Chart - Essentials of the 
Prenatal Diet 

Food Models - Plan for 

1 . a pregnant diet; 

2 . lactating diet. 

Poster - "A Good Diet 
for Expectant Mothers’ 1 
Children*s Bureau, U. S. 
Dept, of Labor, Washington, 

d/c. 

Poster - ’’Dental Health” 
Texas St. Dept, of Health 

Food Model - ’’Lactating 
Diet,” Texas State Dept, of 
Health 


Pattec, Alida Frances - 
’’Dietetics'', Chapter XIX, 
"Diet in Pregnancy"; 

Rose - "Foundations of 
Nutrition"; Rose - "Feeding 
the Family"- 

Bertha S. Burke - "The 
Need for Better Nutrition 
During Pregnancy and 
Lactation", 1941 

"Hygiene of Maternity and 
Childhood", Publication 
No. 90, Federal Board for 
Vocational Education, 

Washingt on, D. C., price 
30/ 

Reprint of information 
available from linerican 
Dietetics Association, 

815 N. Wabash Ave., 

Chicago, Ill. (cost 15/) 

Moore - "Nutrition of 
Mother and Child", J. P. 
Lippincott Co. 
























EXPERIENCES A I'D ACTIVITIES 


III. 


PROBLEMS 


Continued 

eggs, fruits, veget¬ 
ables, whole grain 
cereals and breads, 
sun baths and fish 
liver oils 
How can we prevent 
weakening mother’s 
bones and teeth? 
Increase calcium in¬ 
take with milk, milk 
powder or evaporated 
milk 

What foods are impor¬ 
tant in lactation? 
Fresh, leafy veget¬ 
ables, wheat germ, 
egg yolk, beef muscle 
liberal use of milk 
(e) Diet in old age 
How does the food 
r e quir enent in old 
ago differ from 
that of earlier 
years ? 

Less activity, loss 
of teeth, slower 
digestion and mere 
difficult assimila¬ 
tion make necessary 
the simple foods and 
thoso which are 
easily digested* 


Exhibit foods needed f or 
body-building process 

Group.discussions on 
health factors rela ted 
to food, which must 
be observed during pre¬ 
gnancy 


Plan adequate diets f or 
aged members of the 
family 

Demonstrate how portions 
for aged family members 
can be to.ken from family 
meal s—in same manner as 
child 1 s diet free from 
heavy seasoning 


39 * 


TEACHING AIDS 

AND ILLUSTRATING MATERIAL 

REFERENCES . 

i 

Films 

• « • 

Food exhibits 

*> 


Poster of adequate and 
suitable foods for 
aged members of family 

Bogert, Jean L. - 
"Nutrition and Physical 
Fitness" 

Food exhibits labeled 
as to amount of serving 
and food ’values 

Willard and Gillett - 
"Dietetics for High 
Schools" 

Sample menus and recipes 
mimeographed for distribu¬ 
tion 

Rose- 

"Feeding th e Family 















PROBLEMS 

EXPERIENCES AND ACTIVITIES 

TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 

REFERENCES 

III. Continued 




5. Better Nutrition— 




A National Goal 

Compare daily army ration 

Poster - "America Needs 


(a) What can good 

of 1776 with one of today. 

You Strong" 


nutrition do for the 

Look for difference in the 



nation? 

health protective value 


Notes from the National 

Stamp out "hollow 


Film - "Hidden Hunger" 

Nutrition Committee 

hunger" 

"Three-fourths of us do 



Stamp out "hidden 

not have really satis- 

Photos: "Minimum Cost 

Recommendations to 

hunger" 

factory diets, in spite 

Diet", U. S. Bureau 

The President of the 

Add 10 % dividend 

of the fact that we arc 

of Home Economics 

United States of America 

of health, strength 

the best fed of all 


From the National 

and happiness to the 

nation"—Claude R. 


Nutrition Conferonce 

prime of life 

Wickard, Secretary of 


for Defense 

(d) what can home- 

Agriculture 



•makers do to improve 



"Food for a Stronger 

national nutrition? 

"Good Food is Good 


Amor ica" 

Attend classes in 

Business" 


Mo L. Wilson, Chairman, 

nutrition 


Nutrition Poster Chart 

Nutrition Adviso ry 

Resoive to feed 

"Food Will Win the War 

Office of Defense Health 

Committee to the 

family better than 

and Write the Peace" 

and Welfare Services, 

Coordinator of Health, 

ever 


Washington, D. C. 

Welfare and Related 

Make a notebook of 


ii 

Defense Activities 

recipes and sugges- 


"Keep Fit With the Right 


tions 


Foods", sane address as 

"A New Yardstick f or 

Assist other house- 


above 

Nutrition", reprint from 

wives in improving 



"Survey Graphic" 

nutrition for their 



112 E. 19th St., N. Y. 

families and others 



(15/ each or 10 for 

Work toward the 



$1.00, set cost of all 

ideal that this 



reprints available) 

nation will some day 




be a buoyantly 




healthy one 



























PROBLEMS 


IV. Meeting Clothing 
Problems 

1. The clothing 
budget 


2. Inventory oi 
Clothing 


3. The family 
wardrobe 


4. Buying practices 
a. Interest ap¬ 
proach 


\ 


EXPERIENCES AND ACTIVITIES 


Planning of budget needs 
for each individual in 
each family - seasonal, 
annual. 


Make a list of all 
clothing on hand con¬ 
sidering probable life 
of each garment and 
possibility of renovation. 

Planned through the com¬ 
bined information of the 
budget and inventory. 
Consider seasonal and 
annual wardrobe. 


Stylo shcw-The style 
show should include 
that which is better to 
buy ready made, that 
which is better to make 
at home 


TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 

REFERENCES 




Sample budget showing the 
actual needs of all age 
groups and special bud¬ 
gets 'including individual 

sJ 

work, community demands, 
illness, etc. 


Sample inventory showing 
how the probable life of 
the garment may be deter¬ 
mined 

» 

i 

; 

! Use same sample budgets 
and sample inventories 
and show how they arc 
used together. "Better 
Buymanship"; "Stretch¬ 
ing the Clothing Dollar" 


"Stretching the Clothing 
Dollar" - Household 
Finance Corporation; 
"Minimum Clothing Needs 
for Migratory Farm¬ 
worker Families and 
Individuals - Region 8 
FSA 

U.S. Dept, of Agricultur 
bulletins and Texas 
State Extension 
Division Bulletins 


Same information and 
bulletins as used above. 
The bullotin, "Minimum 
Food and Clothing Needs 

O 

for the Migratory Farm- 
V/o rke r Famil ie s an d 


Garments on exhibit 






























17. Continued 


b. Cash vs. Credit 


c • 'There to buy 


and suitable renovated 
garments and the rela- 

O 

tive values of each gar¬ 
ment should be discussed 
and explained. 

Cite experiences and give 
accounts of cases showing 
percent lost in the credit 
system, the psychological 
effect of paying cash and 
sh ow s t atis tic s . 

Stress catalogue ordering, 
(its advantages and dis¬ 
advantages and when cat- 
alaguo ordering is done 
how it should be done). 

For experience make cut 
a catalogue order. Inform¬ 
ation will be given on 
where to buy and other 
information needed pre¬ 
vious to buying before 
actual purchasing exper¬ 
iences, such as'informa¬ 
tion on quality, ready 
made vs. homemade gar¬ 
ments. Shew differences 
in prices cf firms ‘which 
demand cash and those 
doing a credit business. 
Bring attention to spe¬ 
cial sales and their 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


Accounts by the indivi¬ 
duals with whom you are 
working. "Stretching the 
Clothing Dollar 


Mail order catalogues 


Money Management bulletin 
Better Buymanship bulletins 


Better Buymanship bulletins 


Mail order cata.logu.es 


























PROBLEMS 


IV, Continued 


(1) Classification 
of fabrics 

(2) How to identify 
various fabrics 


d. How to buy cloth¬ 
ing 

(l) Drosses 

Use of garment 
and suitability 
Type 01 
material 
Durability and 
comfort 
Color 

Amount to buy 
and how to 
determine 
How to select 
the pattern 
Selection of 


EXPERIENCES AND ACTIVITIES 


saving. Show when it might 
be vise to buy garments 
for season just past. 

(Fast season sales) Com¬ 
parison of prices and 
materials locally 


Discuss classification of 
materials, qualities of 
each, etc. 

Play game cf listing as 
many materials as you 
can think of 


Observation groups study 
Garments for all occa¬ 
sions the average migra¬ 
tory worker might need- 
(showing suitability to 
occasion, color, becoming¬ 
ness, color fastness, 
durability, lines, pat¬ 
terns—with patterns show 
how to dote mine amount 
of materiel needed—show 
suitable accessories for 
each garment. This might 


43 * 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


Actual experience 
Newspaper ads 
Anncunc oments 

Mounted samples and prices 
and ether garments• Show 
good lines in garments 
that will last several 
seasons• 

Exhibit on making of yarns 
Exhibit of fibers. Sears 
Roebuck & Co., Dallas, 
Texas, "Unit on Consumer 
Education" 

Mounted samples of most 
commonly used materials 
with name, charac t oris tic s, 
price, width, etc. on each- 
card 


Exhibit of garments — 
good and poor selection 

Exhibit of sample materials 
for making drosses 


REFERENCES 


The local stores are 
glad tc furnish the 
illustrative materials 
needed when they under¬ 
stand its use. Materials 
have been volunteered 
by store owners for some 
of the camps. 

Bulletin 23, "Fabrics", 
Household Finance Corp., 
Chicago, Illinois 

"What is Rayon?", American 
Viscose Corp., 350 5th Ave. 
New York 

"Textile Terms", May 21, 
1941 of Market Basket 

"What Would wo do With¬ 
out Cotton", Market 
Basket, April 23, 1941; 
Advance - "Fashion and 
Pabrics" spring and s umme r, 
1942. Order from J. C. 
Penny C o.,Inc. Pattern 
Dept.,330 West 34th St. 

New York City 



















PROBLEMS 


EXPERIENCE AND ACTIVITIES 


IV. 


Continued 

trimming and 
accessories (belts, 
buttons) 

Cost as related to 
income 


(2) Shirts 
Selection of 
material 
Selection of 
pattern (this 
applies to 
whether made or 
ready made 
Cost-whether 
to buy or make. 
a shirt 

(3 )Underwcar 
Selection of 
materials 
Selection of 
patterns 


be done at the suggested 
style show and stressed 
in the individual classes 
by showing the same gar¬ 
ments as well as other 
garments) Dramatize rules 
and suggestions for 
intelld . gent buying'where 
income is very lew. 


Discussion and observation 
to determine when the shirt 
should be bought, factory 
made or made at home, 
depending on the age of 
the person,type of mater¬ 
ials available, cost of 
each. Have both kinds of 
shirts available for demon¬ 
stration. Compare, shew 
different cuts of shirts - 
why a well cut shirt lasts 
longer than a skimpy one. 
Own experience in the buy¬ 
ing of ready-made under¬ 
wear and hememade under¬ 
wear. Have several pat¬ 
terns stressing the 
importance of a well-fit¬ 
ting garment. Have indi¬ 
viduals discuss the type 


44 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


The staple show mil be 
a good introduction to 
this subject. Style 
and cost and wearability 
should be stressed 


Materials suitable for 
underwear showing quality, 
color, fastness (very 
important), softness and 
other desirable character¬ 
istics. Exhibit of ready¬ 
made underwear for all ages 
showing good styles with 


REFERENCES 


"Marks of Quality in 
Cotton Dress", Market 
Basket, April'23 ,1941 , 
Market Basket,Fob.25, 
1942, "Mar Time Clothes 
for Working Women", 
Consumers’ Guide,Feb. 15* 
1941,pages 8,9,10; 
"Judging Fabric Quality", 
1831 F,USDA, also X ’ 
"Women's Dresses & Slips,' 
A Buying Guide",185IF 

"Buying Cotton Shirts"; 
M a rket Basket,March 12, 

1941. 

"White Broadcloth Shirts" 
Consumer 'Union, March 

1942. 

"Cotton Shirts for Men 
and Boys",USDA,1837F, 
also "Short Cuts in the 
Budget" 

■ "Judging Fabric Quality" 
USDA, Bulletin 1831F 



















PROBLEMS 


EXPERIENCES AND ACTIVITIES 


IV. 


Continued 

(4) Trousers 
Selection of nater- 
ials for trousers 
that might bo home¬ 
made. Selection of 
pattern. 

Selecting the 
read ynade garnent 


(5) Shoes 
The importance of 
good fit in shoes 
Leather in all 
parts 

Are you paying for a 
name? are you pay¬ 
ing for a vogue in 
shoes? 

Care of shoes 
Cleaning and 
polishing 
How to keep shoes 


of garment they prefer and 
reasons. 

Show trousers that have 
been made by individuals 
in the group. Explain 
its desirable qualities 
and unde sirable qualitie s 


Discus sion groups—women 
or non and women 

Abuse of foot 

Vanity as a handicap 

Styles mist go—feet must 

last; "Don’t ask for 

shoes by size"; Have shoes 

on hand to show v-hat to 

look for in shoos. Use 

demonstration shoos. Show 

costs of different shoes, 

having the same qualities 

but different brands. The 

brands do net have to be 
» 

revealed. The group will 
be able to determine 
these questions on exam¬ 
inations of shoes and 
prices. How to determine 
correct length. Docs it 


45 . 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


amplo room but not using 
superfluous materials. 

Suitable materials and 
patterns for homemade 
garments of different ago 
groups, discussing wear¬ 
ing qualities, color, 
suitabi1ity for trous or s 
and washing qualities. 
Display of trousers 
available at stores 


Exhibit of shoes 


REFERENCES 


"Judging Fabric Quality" 
USDA, Bulletin 1831F' 
"Now Buying Guide for 
Boyft* Suits", USDA 
Bulletin, Bur eau H ono 
Economics, Farmers ’ 
Leaflet No. 1877 
"Clothes for the Dork¬ 
ing Man", July 9, 1941, 
Market Basket 


"Consumers’ Guido, April 1, 
1941, "Buy Shoos that Fit", 
Better Buynanship, No. 5; 
"Shoes", Household Finance 
Corp., Chicago; 

Consumer*s Union, 

"Stocking Savers", 

Sept., 1941, pago 232 

Any shoe store or depart¬ 
ment store selling shoes 





















PROBLEMS 


EXPERIENCES AMD ACTIVITIES 


IV. Continued 


(6) Hosiery 
The importance of 
buying hosiery suit¬ 
ed to its proper use 
■When to be worn 
Color 

Essential number 
to havo on hand 
Ilow to determine 
correct size 
Buying two pair at 
a time instead of 
one 

Hosiery turnover 
should be quick 
Kinds of hosiery 
available 
Cotton 
Lisle 
Rayon 
Silk 
Nyl on 

Comparison of prices 
and brands 
Proper care of 
hosiery 


fit the ball of your foot? 
Does the heel fit? Does 
the top fit? How does it 
feel when you walk? 
Determine what is meant by 
vital parts 

Demonstrate various shoe 
cleaning methods 

Discussion of why certain 
type s o f hos iery are for 
certain uses 

Discussion of m inimum 
hosiery needed 

Show results of wearing 
ill fitted hosiery 
Discussion of qualities 
of each kind of hosiery 
and identification of 
fibers. Emphasize best 
choices of fibers for 
farm working women. 
Observation and explan¬ 
ation of information, 
contained on hosiery 
labels; stress laundering 
after each wearing of 
hose. Correct way of 
laundering hosiery. 
Storage in fruit jars, 
etc. Rotation to further 
wear in g qualities 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


Exhibit simple homemade 
shoe racks 


Pictures showing manu- 
i facture of hose, 
i Make chart showing various 
type hose and where to 
wear them. 

Iioseiry color chart "to 
harmonize with clothes 

Demonstrate measuring 
for correct hosiery size 

Display of various types 
of hosiery. Show cotton 
and lisle hose with 
attractive hous e dross 
at low cost. 

Exhibit labels of 
various brands of hosiery 

Comparison of carelessly 
laundered hosiery with 


"Hosiery for Women" 
A Buying Guide, 10/, 
Supt. of Documents, 
Washington, D. C, 

"Hosiery", No. 24, 
Better Buymanship, 
Household Finance 
Corporation 

"Buying Hosiery” 
Market Basket, 

Oct., 1941 


Current Magazines 
Catalogues 



















PRC BL ELIS 


. Continued 


EXPERIENCES AND ACTIVITIES 


(7) Coats 

The most important 
factor in a coat 
is that it keeps 
you warn 
Shall 1 buy or 
make my coat 


(8) Hats 


(9) Accessories 
Bags 

Costume Jewelry 
Gloves 


Group discussion meeting 
to study suitability of 
materials to the climate. 
Some require much warmer 
materials than others. Do 
not irake a cotut so warm 
and heavy that you mil 
not be able to use it. 
Show some ready-made 
coats and coats made at 
home. 

Make and demonstrate the 
making of attractive 
handmade hats. These are 
more original and my be 
made for less as a rule. 
Have original ideas 
brought in for a special 
meeting on hats. 

Making cf bags and cost¬ 
ume jewelry that is 
original. This is an 
excellent opportunity for 
reviving interest in 
handicrafts 


5. Decide before you 
shop 

Clothing for the 
school child 
Clothing for the 


Show type of lists made 
before purchases are made 
and relative amount that 
can be spent on each art¬ 
icle. Show saving made in 


47 . 


Coats that are especially 
adapted to the climate 
in which you live. 

Costs and differences in 
materials and wearability 


Factory made and home¬ 
made hats. Comparative 
study with reference 
to the cost and attract¬ 
iveness cf each 


Exhibit homemade 
accessories—neckwear, 
gloves, necklaces, pins, 
beads 


Write plans f or family 
purchases 

Display of articles suit- 
able fo r s choo1 us e 


"Quality Guides in Buying 
Women’s Cloth Coats" 

117L, U. S. Dept, of Agri. 
Washington, D. C. 


Patterns may be obtained 
from some of the 
magazines ® 3/, McCalls, 
1941 


National Recreation 
Association, 315 4th St., 
New York City, has a list 
of references for this 
type of w r ork. "Gloves", 
Bulletin 21, Household 
Finance Corp.,Chicago 

"Consumers* Guide," 

April 1, 1941; "Fabrics 
and Dress", Rathbonc 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


























PROBLEMS 

EXPERIENCES AND ACTIVITIES 

TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 

REFERENCES 

IV* Continued 

money and the disappoint¬ 
ment by not having lists. 
Style show of boy and girl 
clothes. Show how a child 

Complete wardrobe for the 
preschool child, both boy 
and girl with well 
planned self-help ideas 

and Tarplay: "Clothing 


learns the use of muscles 

carried out. 

for the Preschool Child", 


through proper self-help 
garments 


U.S. Dept, of Homo 
Economics, "Fabrics 

6* Short-Cuts in tho 

Budget 

Shew how garments nay be 

\ 

Flour sacks, remnants. 

and Designs for Child¬ 
ren’s Clothes", Farmers’ 
Bulletin No. 1778 

Write to— 

(l) Use of flour 

renovated or altered. 

garments to be made over. 

Patt ern Drafting 

sacks and remnants 

Demonstrations along this 

pattern drafting, -wrapping 

Extension Service 

(2) Garment renova- 

line. Demonstrations show- 

paper , tape measure. 

College Station, Texas 

tion 

ing uso of flour sacks. 

measuring stick, unbleached 

for sports magazines. 

(•3) Garment altera- 

Pattern drafting informa- 

domestic or flour sacks. 

newspapers, pattern 

tion 

tion may be obtained from 


catalogues and mail 

(4) Pattern drafting 

Clothing Specialist, Ex- 

Exhibit of renovated gar- 

order catalogues 

(5) Use of heavy 

tension Service, College 

nents to s how what can be 

•• 

materials such as 

Station, Texas. Original 

done for little money. 


mattress ticking 
for attractive suits. 

ideas for pa.tterns and 
making different clothing 

Exhibit of garments for the 


have attractive pat- 

may belong to the indivi- 

family which have been 


torns and original 

dual or may be obtained 

made cut of low cost 


ideas for this type 

through different clothing 

materials 


of educational pro¬ 
gram 

7. Sew and Save 
(l) Advantage 

• 

shown in magazines and 
n evs pa per s . C onte s t among 
women on renovated gar¬ 
ments 

1 

| 















PROBLEMS 


KXPERIENCES AND ACTIVITIES 


IV# Continued 

(2) Devices to make 
sewing easier 

8# Caro of Clothing 

(1) Laundering, sort¬ 
ing, soaping, etc. 

(2) Keeping clothing 
in perfect order-- 
sevdng of buttons, 
patches, etc. 

(3) Reinforcements 
on places vhcre the 
garment is most 
likely to wear 

(Darning) 

9.Storage of Clothing 

(1) Proper cleaning 
and proper repairs 
made before storage 

(2) Stain removal 

(3) Moth proofing of 
woolens and other 
materials 

( 4 ) How to make 
materials mildew- 
resistant 


Demonstrations by Singer 
Sewing Co. on hem marker, 
buttonhole attachmcnt, 
etc. 


Have the individuals bring 

O 

materials which need 
patching and darning so 
they night have assistance 
as needed in this typo of 
work. 


Show do tiling properly 
laundered and repaired for 
storage. Give a dan on stra¬ 
ti jn on storage of cloth¬ 
ing in one of the shelt¬ 
ers so that each step 
can be observed. Show how 
clothing can be moth- 
Proofed. Give demonstra¬ 
tion on mildew-proofing 


49 . 


TEACHING AIDS 
AND ILLUSTRATIVE M'iTERIAL 


REFERENCES 


.stlc Films 


Free picture show on "She 
Saves Yiiho Sews”. Exhibit 
we 11 made g a me nb s 


Trousers 

Dresses 

Hose or socks which need 
work done on them 


Clothing to be stored 
Labeled boxes 
Make d omenstr ation 
closet out of crates 
Clothing containing stains 
Newspaper for moth-proofing 
Neutral s oap 

Cadmium Chloride crystals 
(Does net injure fabric, 
tonsil strength remains 
same, also does not change 


Field Building 
135 S. La Salle St. 
Chicago, Illinois 


"Conserving Clothing", 
Market Basket, Dec. 10, 
1941; Extension Service 
bulletins on patches 
and darns. College 
Station, Texas; 
"Intelligent Care of * 
Fabrics", C-103, A & M 
College 

Designs for Improvised 
Clothes Closets (original ) 

"Stain Removal", USDA 
bulletin. Bureau of Hone 
Economics 

"Consumcrs * Guide", 

N cv ember 1, 1941; 

"Places f or Keeping 
Clothes", Leaflet C-72, 
1940, Extension Service, 
Texas A & M College; 
"Clothes Moths," Leaflet 
No. 145, U. S, Dept, of 
Agriculture 










PROBLEMS 


EXPERIENCES AID ACTIVITIES 


V* Improving Hone Comfort 
and Convenience for More 
Satisfactory Living 

1. Sleeping 

(1) Stress need for 
sound sleep and rest 
f^r maintenance of 
health and efficiency 

(2) Standards for 
sleeping not mere 
than two to a bed 
Separation of sexes 
Privacy f cr parents 

Comf ortabl e mattress ~ 
Via sha11 e irti ttrc s s 
Cover and pad 

, Warm, light, clean, 

covers 

(o) How to improve 
sleeping comfort for 
large families with 
low incomes? 

Make own mattress, 
pad and covers 
Make baby bed 
Add a trundle bed 
for preschool age 
child 

Screen off sleeping 
areas 

2. Eating 
(l) Standards for 
sanitary service of 
food 

Table and chairs. 


Group discussion led by 
nurse and homo economist 
on amount of sleop and 
rest required for health 
and efficiency at differ¬ 
ent ages and for differ¬ 
ent oc cupations• 

Group observation of 
various type beds, mat¬ 
tresses, covers, etc. 
with emphasis on features 
which add to comfort. 

Set up standards for 
sanitary home care of 
mattresses# Demonstrate 
sunning, remaking and 
r enovatino mattresses. 

o > 

bug-ridding, etc. 

Demonstrate steps in 
making a cotton mattress. 
Show possibilities with 
moss (if available), corn 
| shucks, paper, etc. 

Demonstrate baby bed and 
mattress made from scrap 
materials 

Show how to make a port¬ 
able trundle bed out of 
scrap lumber 


Poster of hours of sleep 
required. 

Poster of standards for 
sleeping set up as rules 
for good, sound sleep. 
Exhibit of different typos 
of beds and bedding in 
c ommun it y building • Sh o'w 
cost of factory-made- 
"comfort” as compared to 
what one can do with little 
money• 

Mimeographed information on 
demon stration 3 • 

Demons trat ions materials 

Photos of farm women 
making mattros ses. 

Posters of various stops. 
Exhibit of finished bed. 
Exhibit of bed 

Scrap lumber, wallpaper, 
brown paper, sacking and 
other scrap materials. 

Poster of family meal 
service for different 
meals under different 
environmental conditions. 
(Cost need not be an index 


Books - 

"Healthful Living" - 
Williams 

"Minimum Rcquir ements 
for Farmhouses", 

U. S. Dept, of Agri., 

UP No. 475, October, 

1941 

" Be dr o oms f or C onfo r t" 
Leaflet - B-75, 1341 
Texas State Extension 
Service- 

Pictures and charts 
available from furniture 
companie s. 

Social hygiene books 
available from public 
libraries. 

"Mattress Making on the 
Farm", leaflet C-1G5, 
1940, Texas State 
Extension Service 
"Homemade Home Equipment" 
U. S. Dept, of Agri., 

Farm Security Admin., 
Region 6; Service 
Circular, "Trundle Bed", 
Region 8, FSA; "Let’s 
Add an Extra Bed", 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


! 
























PROBLEMS 


V. Continued 

comfortable heights 
and safe for use 
Separate dishes for 
each family member 
Separate eating 
tools for each 
member 

Clean, orderly, quiet 
and attractive ser¬ 
vice 


(2) How to improve 
conditions for 
family meal 
service with 
little cash out¬ 
lay? 

Utilize all pur¬ 
pose kitchen work 
table for neal 
service, covered 
with oil cloth or 
finished with 
painted surface 
Make all-purpose 


EXPERIENCES AND ACTIVITIES 


Present end demonstrate 
different ideas for 
screens 

Set up standards for san¬ 
itary service of food— 
through group discussion 

Dramatize- desirable stand¬ 
ards for neal service as 
entertainment in camp 
auditorium. Follow' with 
open forum: "When Income 
is Low How Can wo Make 
Something Cut of nothing" 


"C onmunity l > o rks hop” 
program for farm workers 
and their families— 
instruction and leadership 
provided through camp 
maint onance man, local 
vocational teachers, or 
talented campers. Designs 
for "Handmade Low-Cost 
Home Equipment" available 
for demonstrations and for 
distribution. 

Follow up workshop demon¬ 
stration week with series 


51 . 


TEACHING AIDS 

AND ILLUSTRATIVE MATERIAL 

REFERENCES 

tc comfort and cleanliness 

Circular 188, Alabama 
Polytechnic Institute 

Stage properties for 

Extension Service; 

dramatic sketch 

"Furniture We Can Make", 
HM Leaflet No. 9, 

Mimeographed list of 

U, C„ Agricultural 

standards 

Extons ion Service; 


"Build Them Yourself" 

Mineographed list of 

VPI Extension Service, 

ideas ‘and suggestions. 

Vir ginia; "E omemado 
Furniture at Minimum 
Cost", FSA, Region 3, 

» 

1938;"Around the 

Dining Table", leaflet 


B-117, 1940, Texas 

State Extension Div- 

* 

ision. 

Posters (pictures) 

Sgg references on page 

Drawings of Designs 

50 and above—also. 

Demonstration Materials 

Region 8, bulletin 157, 

such as: 

U. S. Dept, of Agri, 

Scrap lumber 

Farm Security Admin- 

Boxes 

istrati ..n; "Something 

Crates 

Out of Nothing", WFA 

Kegs 

State Office, San Antonio 

Barrels 

Oil cans 

Coffee cans 

Texas 

Wooden bowls 

Straw 

Reed 





















EXPERIENCES AND ACTIVITIES 


PROBLEMS 


V, Continued 

work and serving 
table out of scrap 
lunber, goods boxes, 
etc. 

Convert kegs into 
table and utility 
seating stools or 
make a bench for 
living area and 
dining area dual use 
Iix.dma.de service mats 
handmade serving 
dishes and tools imp¬ 
rovised from avail¬ 
able resources 
3, Other conveniences 
and comforts conducive 
to health and well-being 
of migra.tory families 

(1) Closets and storage 
spaces for clothes,food, 
and bedding 

(2) Refrigeration or 
cooling system--ice box 
and iceless cooler 

(3) Kitchen cabinets 
and utensils—shelves, 
cupboards, dutch even, 
fireless cooker, baking 
pans, roaster, garbage 
cans 

(4) Minor furnishings — 
rugs, curtains, linens 


of planned neighborhood 
denonstrati ons le d by 
campers who received 
instructions from trained 
and skilled people. 
Demonstrations : 

Tables 

Chairs, benches, stools 

Divans 

Bods 

Dishes, knives, forks 
Kit ch on utonsiIs 


Grnup discussion to study 
designs for home con¬ 
veniences and possibili¬ 
ties within the income of 
migratory families. 
Demonstrate ons: improvised 
clothes closets: portable 
food storage: cabinets and 
shelves: improvised con¬ 
tainers for daily and 
weekly food storage: milk 
cooling system and home¬ 
made icebox: miscellaneous 
kitchen utensils. Com¬ 
munity Hall display of com¬ 
pleted articles: home and 
shelter tour to observe 
convenient arrangements 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


AND ILLUSTRATIVE MATERIAL 

REFERENCES 

Glass jars 

Glass bottles, etc. 


\ 


Pictures and diagrams in 
pos-tor form pa opared by 
home cooncmis t fron r 0 f er- 
ence material and through 
council with skilled work- 

"Closets and Storage 

Spaces", Farmers* 

Bulletin, No. 1865, 

U, S. Dept, of Agri*: 

See references page 50 and 

51--also above: service 

men. 

circulars. Region 8, 

Farm Security .^dministra- 

Demonstration materials 

tion: Region 8, 

Exhibit of completed art¬ 
icles well Libeled as to 
cost 

Bulletin 216, Farm 

Security Administration: 
"Homemade Fireless 

Cockers", U. S. Dopt. 
of Agriculture, Bureau 
of Home Economics, Wash¬ 
ington, D. C.: "From Rags 
to Rugs", leaflet B-77, 

1941, Tx. St, Extension 

Sorvi co 

















PROBLEMS 


EXPERIENCES AND ACTIVITIES 




Recreation in the Homo 

A. Lhat inexpensive toys 
can bo provided in 
the home? 

1 . For the infant 


2, For the small 
child 


3. For older child¬ 
ren and adults 


Explain that old pie pans 
and spoon servo as effect¬ 
ively as noise makers as 
expensive fragile rattlers 
Demonstrate making of 
beads, rattlers, dolls, 
etc, from empty spools. 
Push and pull toys and 
some with weight use¬ 
ful in developing child’s 
muscles; hammering toys, 
etc. useful in develop¬ 
ing coordination. Match¬ 
ing colors useful in de¬ 
veloping color sense and 
powers of observations. 
Illustrate or have group 
make stuffed dolls, hobby 
horse, nest of cans, 
construction blocks, ham¬ 
mering block game. Visit 
nursery school during 
play periods 
Horseshoes, marbles, 
stilts, jumping rope, 
softball, dodo, dominoes 
checkers, Chinese check¬ 
ers. Teach new types of 
marble games and games to 
be played with dvinocs 


53 


Old pie pans, spools, 
spoons, pots and pans 


Apple boxes, empty nail 
kegs, tin cans, scraps of 
lumber, spools, scrap books 
made from pictures cut 
from magazines, cheese 
boxes, clothes pins, stuffed 
dolls, broom handles, etc. 


Discarded horseshoes, 
marbles, plywood boards, 
spools, odd lengths of 
lumber 


Eva Knox Evans, 

USDA, Farm Security 
Adninistration 
"Directions for Making 
Homemade Toys", HE925, 
Oregon State College, 
Extension Service, 

Home Economics; "Book 
One-A Primer in Handi¬ 
craft and Art", Community 
Program Service, Extension 
Service, Kansas State ' 
College, Manhattan, 

Kansas; "Homemade Games 
and Handicraft Projects", 
Agricultural Extension 
3crvieo, New Mexico, 
a A M College 


"Family Fun," Series I, 
No. 37, Community Pro¬ 
gram Service, Kansas 
State College, Man- 
hatten, Kansas; "Home¬ 
made Games and Handi¬ 
craft Projects," 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


REFERENCES 


"Children and You" 


















PROBLEMS 

EXPERIENCES AND ACTIVITIES 

VI. Continued 

checkers, softball, etc. 
Demonstrate making of 
homemade checker sets from 
plywood, cardboard and 
spools. Demonstrate rak¬ 
ing of Chinese checkers 
and other marble game 
sets • 

B. Games for all ages 

• 

Play games during recrea¬ 
tion period 

' 

‘to- • . 


C. Arts and crafts 
for all ages 

1. 3—5 years 

2. 6—9 years 

3. 10—13 years 

4. 14 and older 

Explain values of those 
activities for various 
age groups—drawing 
and woodwork, knitting 
and needlework 

D. Hobbies 

Make collections and 
illustrate mounting of 
collections such as stamps 
postnarks, rocks, wild 
f1owers, tree 1eavc s, 


I 


o<±. 


TEACHING AIDS 
ADD ILLUSTRATIVE MATERIAL 


REFERENCES 


Suggested games: Inventory, 
alphabet, teakettle, hop¬ 
scotch, match darts, jar 
ring toss, bingo, etc. 


Chalk, crayon and pencil; 
softwood for making games, 
puzzles, otco Hammer, saw 
and paint brush tools 
needed; making of aero¬ 
planes, toys and simple 
furniture; yarn for mak¬ 
ing useful personal items 
and gifts. 

Construction paper, tape, 
old magazines, envelopes. 


Agricultural Extension 
Service, New Mexico 
A & M College; "Homemade 
Games", -Recreation 
Circular No, 1, Univ¬ 
ersity of-Connecticut; 
"Fifty Thrifty Crafts 
for Recreation", Federal 
Works Agency, Works 
•Progress Administration 
of Maryland, Division of 
Recreation, -Univ. of Md, 
"Handbook for.Recreation 
Leaders", Ella Gardner, 
Children’s Bureau, U. S, 
Dopt. of Labor, Publica¬ 
tion No. 231; "Family 
Fun", Series 1, He. 37, 
Community Program Service 
Extension Service, Kansas 
State College, Manhattan, 
Kansas 

'kin Outline Guide in Arts 
and Crafts Activities at 
Different Age Levels," 
Frank A. Staples, 

National Recreation Asso¬ 
ciation, 315 Fourth Ave., 
New York City, 
























EXPERIENCES AND ACTIVITIES 


PROBLEMS 


VI. Continued 


E. Singing 


recipes, poems, and 
pictures. Hold hobby 
show—illustrate making of 
scrap books. 

Conduct group singing 



During recreation periods 
have folk dances 


F. ' Folk dancing 


TEACHING AIDS 
AND ILLUSTRATIVE MATERIAL 


55. 




REFERENCES 


paste and scissors 


Collection cf songs 


Record playing machine 
and records or piano 
and music 


"South Carolina Recreation 
Schools, Jan.,Feb., 1940, 
Agricultural Extension Ser¬ 
vice, Cionson, S.C.; "Singing 
-Games", Leaflet No. 187, 
Extension Service, Mass. St. 
College, Amherst, Mass.; 

"Songs", A. D. Zanzig, Exten¬ 
sion Bulletin 298, Cornell 
University, Itasca, N.Y.; 

"First Year Music Appre¬ 
ciation for Homemaker’s Clubs", 
Harlan Randall, Bulletin No.77, 
Extension Service, University of 
Md., College Park, Md.; 

"Second Year Music Apprecia- 
tion for Hon emake r’s Clubs, 

"Har1an Randal 1, Bui1etin 
No. 32, Extension Service, 

Univ. of Md. 

"Music Games," G.L. Herr¬ 
ington, Agrio Ext. Ser¬ 
vice, Knoxville, Term.; 
"Quadrilles", Lawrence V. 

Lay, Mass. St. College; 

"Rural Leadership Training 
Course in Recreation", St. 
College of Dash. & Nat’l 
Recreation Assoc. Cooperat¬ 
ing, Pullman, Dash. ' 


















SUGGESTED TEACHING METHODS 


The educational program outlined on the preceding pages is a suggestion of topics, experiences and materials which 
might be ussed in helping migratory farm workers to learn the essentials of home nursing and every day health and 
welfare for the family* Neither the suggested subject matter nor the methods should be considered mandatory or 

inclusive* They are suggestions based on the experience of others' and should be so treated* 

Most teachers in formal educational institutions use the lecture and the recitation exclusively* While the lecture 
may be retained, the recitation has little part to play in an educational program for migratory workers* When the 
lecture is retained, as it must be in handling certain type subjects, it should be prepared with utmost care and 
should never last for more than 30 minutes, preferably for less than 20* A safe rule to apply would be: Never use 
the lecture -when another method of presenting the information could be used* 

The lecture appeals only to the ear of the student* Other methods can be utilized which appeal to the eye* For 

example, a well-planned poster, diagram or chart often gets a point over most effectively with the use of rela¬ 
tively few words* To be most effective the poster, diagram or chart must apply to the every day life of the 
people who view it. Some subjects lend themselves to dramatization but it would not be true to say that every 
poster must be dramatic to be effective. 

Numerous State, Federal and Educational agencies issue films on Health and welface subjects* A number of the films 
are excellent but should be chosen with discrimination in order that they may fit into the entire educational program 

Not only should an approach be made to the ear and eye of the adult student but he should actually participate in 
the teaching process. He may do this by assisting in the preparation of charts, diagrams, and posters; but parti¬ 
cipating in demonstrations and skits; and by taking part in group discussions as a leader or member of a discussion 
group. 

Those demonstrations are best in which the teacher takes no part other than as the director of the production. 

The skit as a teaching technique is a refined demonstration in 'which the words and actions have been memorized. 

While the preparation of the skit is difficult, its infrequent use will pay ample dividends. The participants ; 

■wall thoroughly assimilate the information while those in the audience will follow the lesson more closely. 

It goes without saying that the constant use of any one method is monotonous. Programs from meeting to meeting 
should be varied in order that interest may be maintained. A few dull lectures or demonstrations will kill the 
best program* 

As a safety value against monotony, it is recommended that the group discussion method be utilized to.the fullest* 

It has been found to be the most effective method of the adult education movement. 




57 


It is a most logical method since everyone may participate in studying the problems, in examining possible solutions 
and in arriving at decisions. The group discussion should be as informal as possible# If the group is small, seats 
should be arranged so that all can face each other# The seating should Be as comfortable as possible, although the 
group should.be as compact as comfort will permit# Everyone should be made to feel a part of the group and none 
should bo left seated apart; all should be encouraged to participate in the discussion. If the group is too large 
for such seating arrangements and f r participation by everyone, one of the following methods may be used: 

Panel: The panel, in •which not more than 5 or 6 people are chosen to sit in a half circle in front of the audience 
and conduct an informal discussion, has become popular. The chairman chosen for the panel must keep members from 
making speeches, but must also see that they speak clearly and loudly enough to be heard by all of the audience. 

As with other forms of discussion, the chairman must keep the members on the topic, dnd after a brief give-and-take 
among tho panel members, he must encourage members of the audience to take part# 


Forum: 

raised# 


The forum discussion uses a speaker. 


followed by questions from the audience and a discussion of the issues 


Quiz? A quiz type cf discuss!' n may bo used in which tho chairman questions several pc 
of getting people from tho audience to take part# Questions may be handed to several in 
usually to these having some facts or opinions on the problem to be discussed# 


' o on the issue as a means 
advance of the meeting. 


Symposium:. A symposium is similar to a panel. Several people make statements of fact or opinion on various phases 
of dshe problem; this is then followed by a discussion# 


Discussion can be had in any group if the subject discussed is of vital concern to the members of the group. Dis¬ 
cussion should not be attempted on a topic about which members of the group have little knowledge, until it has 
been presented by a lecture, demonstration, skit or educational picture, or until'the group has had an opportunity 
to do outside reading and study# 


It goes without saying thatt the homo economist or nurse should prepare as carefully to load a group dis¬ 
cussion as she .would to deliver a lecture or direct a demonstration. 

The section on recreation has been, included not so much with the idea that it would be considered separately 
as with the idea that each study period should include a recreational period# This is of paramount im¬ 
portance if the interest of the group is to be maintained and if regular attendance is to be obtained# 
























✓ 


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